1. P Scales Recording Sheet P5 · P5 — Reference Sheet/Objectives/Activities Overview / P Scales Mathematics - Number P4 P5 P6 P7 P8 Pupils show an interest in number activities

P5 — Reference Sheet/Objectives/Activities

Tip Top Resources

P Scales Objectives

for Number

With

Tip Top Numeracy Activities

Tip Top Resources

Street Learning Support Centre

Brookside Community Primary School

STREET

Somerset

BA16 0PR Email: [email protected]

Web site: www.tiptopresources.co.uk

20 Activities to support

teaching

P5 Objectives


P Scales Number — P5

Contents:

Page 3 Overview of P Scales

Page 4 P Scales Objective, Activities

Page 5 — 9 Ideas for using the activities

Page 10 Pupil Recording Sheet


Overview / P Scales Mathematics - Number

P4 P5 P6 P7 P8

Pupils show an interest in

number activities and

counting

Pupils respond to and

join in familiar number

rhymes, stories, songs

and games.

They can indicate one

or two.

They demonstrate that

they are aware of

contrasting quantities.

Pupils demonstrate their

understanding of one to

one correspondence in

a range of contexts.

Pupils join in rote

counting up to 5.

They count reliably to

three and make sets of

up to three objects and

use numbers to three in

familiar activities and

games.

They demonstrate an

understanding of the

concept of more.

They use 1p coins.

They join in with new

number rhymes, songs,

stories and games with

some assistance or

encouragement.

Pupils join in rote

counting to 10.

They can count at least 5

objects reliably.

They recognise numerals

from one to five and

understand that each

represents a constant

number or amount.

Pupils demonstrate an

understanding of ‘less’

In practical situations

they respond to ’add

one’ to a number of

objects.

Pupils join in with rote

counting to beyond 10.

They continue to rote

count onwards from a

given small number.

Pupils recognise

differences in quantity.

They recognise numerals

from one to nine and

relate them to sets of ob-

jects.

In practical situations

they respond to ‘add

one’ to or ‘ take one

away’ from a number of

objects.

They use ordinal numbers

(first, second, third) when

describing the position of

objects, people or

events.

Pupils estimate a small

number (up to 10) and

check by counting.


P5—Number Information and Recording Sheet

Child’s Name

P Scales Objective

Joins in with familiar rhymes, songs and finger games. Can indicate one or two.

Can show that they are aware of contrasting quantities.

Examples of Activities Designed to Achieve Objectives

A. Counting Objects

B. Understanding

1 and 2

C. Understands

more, some more.

Contrasts quantities.

D. Sounds and

Actions in Rhymes.

Finger games.

E. One to one

matching

F. Understands

‘one’ & ‘lots’

Activities Designed to Achieve Objectives

Activity Experience

Date

Gaining

Skills Date

Mastered

Date

Activity Experience

Date

Gaining

Skills Date

Mastered

Date

1 Sorting 11 Fish Pond

2 Two Little Dickey Birds 12 Number 1 and 2 Cards

3 Picture Book Matching 13 Book of 1 and 2

4 Sorting Boards 14 5 Little Monkeys

5 Snap Cards 15 Scenes

6 Counting cookies 16 5 Little Ducks

7 Playdough Boards 17 Apple trees 1 to 5

8 Sharks Swimming in a

Pond

18 Fingers Cards 1— 2

9 One or Lots 19 Counting Out 1—2

10 Current Buns in a Bakers

Shop

20 Hickory Dickory Dock

Objective

A, C, E

A, D

A, E

A, C, F

A, C, F

A, C, F

A, C, E

A, C, D

A, C, E, F

A, C, E, F

Objective

A, C, E

A, E

A

A, B

A, C, F

A, D,

B, E

A, B, C

A,B, C,

A, D


Sorting

Objectives:

A. Counting objects.

C. Understands more, some more.

E. One to one matching

F. Understands one and lots.

Two Little Dickie Birds

Objectives:


D. Sounds and actions in rhymes

Picture Book

Objectives:



Sorting Boards

Objectives:




How to use resource:-

To make groups of objects. Show both boards—talk about what they

are. Show one helicopter and one ball card— where would each go.

Mix cards face down—pick up card, turn over and place on correct

board. Count balls / helicopters. Use vocabulary more, some more,

one and lots.


Show the child the birds and count together ‘1 and 2’ holding them up in turn.

Adult to use the bird props while reciting the rhyme. Hold up bird on a stick in

each hand to start the rhyme. ‘Bob’ them around whilst reciting. Let each

bird go back over shoulder briefly, when you say their name, turning stick as

you do, the empty wall is visible to the child when you lower it again. Each

bird goes back over your shoulder in turn, reversing the picture so that the bird

reappears to the child again.


Select a page from the book. Choose the two photos that match

that page. Allow child time to look at them , then pointing to one ask

the child which one is the same—repeat with the second photo.

Repeat activity with different photos. Give the child a choice of three

photos to select from and (with appropriate page selected) point to a

photo and ask ‘Can you find one more?’

How to use resource:- Using two sets of different items—Adult model the activity by placing one on

mat asking for 1 and lots of another sort on the other mat. (Use symbol side if

needed and indicate the symbol to the child.)

Encourage the child to repeat the activity, asking ‘Put one’ while pointing to

that mat and ‘Put lots’ while indicating that mat. Adult can use language

‘more and some more and lots’. Complete in same way using only 1 set of

objects. Count objects to experience rhythm of counting.

Numeracy Activities linked to the P Scales — P5

3

1

4

2


Snap Cards

Objectives:





Counting Cookies

Objectives:




Playdough Boards

Objectives:




Sharks Swimming in a Pond

Objectives:



D. Sounds and actions in rhymes


Select pack of cards—cars for boys / dolls for girls if required. Talk about cars/

dolls. Spread cards on table. Adult to model picking up two of the same

cards and show child. Adult to select another card, child to assist adult to find

another card that looks the same. Repeat.

Place the pack of cards face down. Take it in turns to pick two cards—see if

they are pairs. Count how many objects on the cards—pointing to each

object.

Choose two obviously different number cards—which has more?


Look at one card and talk about cakes / biscuits. Look at each card,

count how many on each plate—count by touching each cookie.

Child to select one plate, adult to select a different number. Discuss

differences using appropriate vocabulary—’more’ ‘some more’ ‘one’

and ‘lots’


Look at the mats with the child and point to the balloons touching and

counting. Adult to indicate that ‘one’ balloon matches the number

‘one’ by pointing and finger tracing. Encourage and help the child to

finger trace and say the number. Help child to touch, count the

balloons. Reinforce number shapes by using playdough ‘sausages’ or

pipe cleaners to form them using mats as a guide.

Counters can be used to place on the balloons to reinforce counting.


Log on to www.whiteboardroom.com Follow on screen instructions—

child is able to move shark, count sharks, touch number—change

page—join in rhyme. Use book to reinforce rhyme.


5

6

8

7


One or Lots

Objectives:





Currant Buns in a Bakers Shop

Objectives:





Fish Pond

Objectives:


B. Number Lines



Number 1 & 2 Cards

Objectives:

A.Counting objects.

B. Number Lines


How to use resource:- Spread out the picture cards and talk about them with the child. Mention

what is in the picture and use vocabulary ‘one and lots’. Take the ‘One and

Lots’ cards and indicate the dots on the cards showing one or lots. Put these

cards on the table top, a little distance apart. Pick a picture card from the

pile, encourage the child to look and say if there is one or lots. Help to

reinforce by signing 1 with one finger, or lots (2 hands, fingers pointing

upwards and wiggling).

How to use resource:- Show the child the buns on baking tray and plate. Talk about ‘one’ bun on

the plate and ‘lots’ on the tray. Move the baking tray slightly away and start

to sing the rhyme pointing to the one bun on the plate. When the baker

comes along in the rhyme, move the tray closer and allow the child to transfer

a bun to the plate. When rhyme is finished there will be one bun left on the

tray. Talk about ‘one/lots’ getting child to indicate. Use activity for child to

practise putting ‘more’ and ‘some more’


Talk about pond and what could be found in it. Look at pond 1, place

one fish in the pond. Look at pond 2, count in two fishes. Use correct

vocabulary ‘more’ when discussing which has more.

Short Activity: Could be used as a quick starter every day.


Put cards on table top and talk about the numbers, pointing and

naming them with pupil. Turn cards over and play matching game

choosing two cards per go. If they are the same say, ‘the same—

number “two” ‘. When pupil is more familiar with activity, pause after

saying ‘number…….?’ to encourage child to speak.


10

11

12

9


Book of 1 and 2

Objectives:

A. Counting objects

Five Little Monkeys

Objectives:

A. Counting objects

B. Number lines

D. Sounds and actions in Rhymes

Scenes

Objectives:

A. Counting objects

C. Understands more, some more

F. One and lots

Five Little Ducks

Objectives:

A. Counting objects

D. Sounds and actions in Rhymes


Look through book with child, talk about and identify the pictures.

Open the book and say ‘Oh look, a………….– let’s count’. Encourage

the child to count with you then point to the corresponding number—

say the number, trace over with finger. Encourage child to trace over.

Allow the child time to recognise the number and perhaps say it with

you, and later independently.

How to use resource:- Show the child the little monkey cards and talk about them. Ask him to put

the monkeys on the tree card. Introduce Mr Crocodile and put him under the

tree. Say the rhyme and snap a monkey into the crocodile’ jaws’ at the

appropriate time until there are none, ‘All Gone!’ The numerals can be lined

up beneath the crocodile and taken away in turn after the ‘snap’, to

indicate/reinforce the number of monkeys left in the tree. When the child is

used to the rhyme, he can be encouraged to put the monkey in the croc-

odile’s mouth and point to the numeral.

How to use resource:- Put the scene cards on the table top and talk about the sky, snow and sea.

Show the child the boat, snowman and aeroplane cards, allowing him to

point to or say their names. Ask in turn, which scene each belong in – ‘the

aeroplane flies in the ……?, the boat goes on the………?’ etc. Ask, ‘Can you

put One boat on the sea, can you put Lots of snowmen in the snow?’ Which

has more? Then ask him to put ‘some more’ items on a scene and ask

‘Which has more now?’


Show the child the scene boards and the ducks—talk about the mum-

my and baby ducks. Count the baby ducks on to the pond, sing the

rhyme, move all baby ducks over the bridge and far away (out of

sight). When the ducks come back, re-count them with the child to

reinforce that there are now four, then three, etc. Encourage the child

to count with you to say any numbers independently if he can.

Re-count all ducks at the end of the rhyme.


15

13

xxxxx

16

14


Apple Trees 1 to 5

Objectives:

A. Counting Objects

F. Understands ‘one’ & ‘lots’

Fingers cards 1 to 2

Objectives:

A. Counting Objects

Counting Out 1 to 2

Objectives:

A. Counting Objects

Hickory Dickory Dock

Objectives:

A. Counting Objects

D. Sounds and actions in rhymes.


Place the apple and tree cards on the table and allow the child to familiarise

himself/herself with them. Now say ‘I am going to put 1 apple on the

tree’ (indicate ‘one’ with your finger). Model putting 1. Repeat with 2 and so

on. Clear cards and now say ‘Your turn, put 1’, indicate the first tree and allow

child to put 1 on the tree. Repeat. You may need to consolidate 1 to 3

before moving on to 4 and 5.

How to use resource:- The adult should model how to make their hands show the same number of

fingers as shown on the cards. Encourage the pupil to copy the cards – adult

to help pupil to count the fingers and draw his/her attention to the numeral

on the cards. Ask the pupil to ‘Show 2 fingers’. Match the finger card to

his/her hand to confirm that he/she is right.

Use cubes or objects if you wish to help child understand one to one.

How to use resource:- Place ball picture cards (or preferred classroom objects) on the table and allow the

child to look at/handle them and talk to him/her about them. Now put the baseboard

on the table and draw the child’s attention to the numerals. You can name the

numbers and at the same time indicate the quantity with your fingers. Now model

putting out the quantities by saying ‘Look, 1’ (point to the number), put one item in

corresponding box saying ‘One ball’. Repeat with ‘2’.Next, help the child to recognise

a number (use fingers if needed) ask him/her to put items on the card. Use less

prompts as appropriate.


Adult show the child the clock with moveable hand and the mouse

puppet. Look at the numbers on the clock and, moving the hand, say

one, two etc. Let the child hold the mouse puppet, showing him how

to make it run up the clock with the rhyme. Also indicate the time on

the clock at the appropriate moment. When the child is familiar with

the rhyme he may anticipate the mouse movement and attempt to

move the clock hand with help.


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19

18

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P Scales — Number Evidence Recording Sheet

Child’s Name:

Date P Level Activity Adult Comment Child Response

Documents

1. P Scales Recording Sheet P5 · P5 — Reference Sheet/Objectives/Activities Overview / P Scales Mathematics - Number P4 P5 P6 P7 P8 Pupils show an interest in number activities