NK 1 -8  |  Teacher Resource Sheets

This displays a place value chart and reminds students of the value assigned to each place.

• Students could be given a place value chart each and use materials as you count together … it is a good idea to pause after 9 ones and discuss what will happen once the count reaches ten.

This is a chart where you roll three dice and ask students to write down what should go in each box. You could then fill in the correct answer on your screen.

• Students can fill in the columns in any order. They do not have to work from left to right across the sheet.
• Students who have difficulty visualising could make the number with place value materials before they draw them if they need to. This activity is especially helpful for these students as it enables them to have a 'picture' that they can quickly sketch to help them visualise numbers when they don’t have access to materials.

This builds understanding of how a group of ten ones can be counted as a single unit, called a ten.

• This is a difficult concept, but students of this age are becoming interested in the value of money and so are keen to engage with role-plays that support understanding – especially as cash is used infrequently in many families.
• It is helpful to have children act out using play money in a saving or shopping scenario, how dollar coins can build up and be exchanged for one ten-dollar note. As the amounts grow students begin to understand the efficiency of exchanging 10 for 1 of the same value.
• Having a 'Bank' for the process of exchanging highlights the importance of this transaction for students watching.
• Reversing the process, and counting down, gives students an opportunity to understand how one ten-dollar note must be exchanged for 10 one-dollar coins, before $1 can be taken away.

This has some arrow cards which are used to explain why zero is needed as a place holder.

• Many students think of zero as ‘nothing’ and have been told that if they add or subtract zero, nothing changes. This understanding sometimes makes it difficult for them to see how ‘nothing’ can be important or make a difference.
• This sheet could be used to show students the difference in quantity represented by each digit in its place, with and without zero as a place holder. You could put 203 beans in one cup and 23 in another to compare the quantities. You might like to follow up this discussion with students working in pairs or small groups to create similar examples using materials, stamps or the computer.

Reading and writing whole numbers

This takes you to a sheet that contains a chart that students can use to discover how many groups of ten can be made from a 3-digit number.

• Before students embark on this task independently you might like to enact the process of bagging up collections of ten counters and subtracting ten from a running total.
• Ask students to share strategies for finding the answer after subtracting ten. Some students might suggest counting the counters left in the pile or counting back by ones. Other students might use more efficient methods such as skip counting or notice and use the pattern on the chart where the digit in the tens place reduces by one ten for each bag. Discussing these strategies will provide all students with access to efficient strategies for later independent work.
• Students could then work with a partner to make bags (or piles) of ten for the 154 to check their answers.
• If you feel students need to have more practice to make the link to place value, the scenario could be reused with a different number of pipi.

This displays some families of facts with errors that students sometimes make.

• Students can be asked to identify which fact does not belong and explain why it is incorrect. This might clarify misconceptions for other students in your class.
• Encourage students to write facts in a structured order, for example the two addition facts and then the two subtraction facts. This makes it easier to see that combinations are all different and to spot errors.

This displays a page of turtles that can be used for creating families of facts.

• The page can be used with students for class discussion. Ask students how they worked out the answer to the first fact and how they used that fact to complete the family.
• Family of fact cards are a good way to practise facts as they offer some scaffolding for students in the learning phase.

• Encourage students to share the facts they used and to say how this made their calculations easier or faster.

This is a sheet that displays pearls that pair to make 20. It asks students to look for patterns and to say which combination is missing.

This is a sheet that displays a number line showing decades to 100.

• Some students might still be insecure about quickly recalling facts to 10 and default to ‘counting on’ to solve equations. The list of facts on this sheet acts as a scaffold for students who are not fluent. Asking students to reference the fact they used means they are less likely to default to other strategies such as ‘counting on’.
• Repeatedly using facts to calculate supports the development of ‘automaticity’. Encourage students to write the whole equation in their answer for further reinforcement.

This asks students to identify a fact that would be useful to solve problems and explain how they would use the fact to solve a tens or hundreds equation. Different materials are displayed which could be used to support explanations.

• The first page displays a ‘hundreds chart’ which would have had 1-10 along the top row before it was ‘broken’. Students need to realise that pieces of the counting sequence are missing. It may be necessary to identify the section on a complete ‘hundreds board’ or frame and discuss the relationship of numbers in rows and columns.
• The second page is a section of a ‘thousands chart’ that would have had 1-100 along the top row.
• It is important that students have the opportunity to explain how they know what number to record in each space.

This displays pictures of abacuses that could be used to help students understand how the size of digits and the place they occupy can be used to order numbers according to size.

• The second page of this teacher resource sheet could be completed with actual abacuses, on an interactive screen, or by individual students on a print out. You could ask students to explain their reasoning to a partner or group after they have worked independently.