Number words and numerals Phase 1 Page 9Use the cards to play games, for example:• play in pairs• put the cards in a bag• take turns• on your turn, decide whether the card you take out will show ‘one’ or ‘lots’ • if your guess was right, you keep the card

Adapt the game – play as a group, cards spread on the table, photos of specific numbers to match with numerals, children sort the cards using own criteria

NW&N Phase 1 Page 10play as a group• someone takes things out of the box and places them on the table to make a repeating pattern• encourage everyone to watch and describe it• ask questions, ‘Who thinks they can describe my pattern?’, ‘Does anyone know what I’m going to put next?’ ‘Can you continue the pattern?’• encourage the others to continue the pattern Adapt – make a display of patterns and use it as a basis for discussion. Show wrapping paper, or borders and ask them to describe what they see. Encourage them to collect objects that show repeating patterns

NW&N Phase 2 Page 14 play as a group• choose someone to put their hands into the bag and feel today’s special number• encourage them to describe it so that everyone else can guess what number it is• talk together about the number

• what do we know about it?• can anyone tell something about it?• is there anything on the table that we can use to show something about the number?• can anyone put something on paper about the number?

NW&N Phase 2 Page 17 play as a group• place the numbered gift bags in order discussing the numbers as you do it• take it in turns to choose a picture/object from the bag and discuss which gift bag it should go in.• Continue choosing items from the bag and explain to the rest of the group why you have put it a particular bag.

Gift bag number track

Adapt the game – ask the children to look for further items that could go in a particular numbered bag. Play ‘Swap’ asking children to spot which two bags have been swapped. Play ‘Odd one out’ where a picture/item could be moved into the wrong bag.

NW&N Phase 3Page 22 play in pairs• each person chooses three of the digits on yellow card to make their number plate• put the white digit cards in a pile face down• take turns to take a white digit card• if it matches a number plate digit, place it on top• winner is the first to cover all three digits

Adapt the game – make a 4 digit number, make a larger ‘bingo card’, play as a barrier game – one person makes a number that’s hidden, the other person guesses the number by asking questions

NW&N Phase 3 Page 23play as a group outside• arrange the numbered bottles in order• use the squeezy bottles to squirt a jet of water to knock over the bottles• identify which bottle you are aiming for• create challenges – ‘ who can knock over bottle 2?’, ‘I wonder who can knock down bottle 5 without knocking over the bottles next to it?’ Adapt – make the equipment available for children to use in their play and provide large dice and timers that children may wish to use

NW&N Phase 4Page 30 play as a group• everyone chooses a number card from a pack 0-20• help them to get into the right order, discuss the numbers that are missing and read them together forwards and backwards (you could whisper the missing ones!)• read the ‘sit down if…’ statements:

• your number comes just after the number twelve• …is just before one• …is between 17 and 19• …has a five in it• …is smaller than 8 etc…

NW&N Phase 4 Page 28play as a group• set up a slope so that there is a clear space for objects to roll beyond it.• choose 1 item each from the bag and predict which item will roll the furthest using ordinal language- Which will come first....second.... Why?• test each item and then discuss the results using ordinal languageAdapt – use flags to label each item; ask the children to make their own flags using ordinal numbers and ordinal words. Increase the number of objects.

Roll the furthest

NW&N Phase 5 Page 38play as a group• using beads and a lace one person makes a bracelet without anyone seeing itthen describes it so that everyone can make a matching one – ‘The first bead in my bracelet is a small orange cube – the second one is round, big and green…’• encourage children to make a bracelet following criteria – ‘I want your fifth bead to be yellow and your tenth to be red…’Adapt – encourage children to copy other people’s bracelets and make their own using repeating patterns

NW&N Phase 5Page 36 play as a group• everyone stands in a circle• talk together about the patterns in themultiples of tens, asking appropriate questions and giving prompts• pass the teddy around the circle while counting in tens• the person holding the teddy when the count reaches 100 sits down• start again, continuing until only one person is standingAdapt – count beyond 100 to 200/300, start at a non multiple of ten – 12 sitting down at first number over 100, count in twos or fives sitting down on 20 or 50

NW&N Phase 6Page 43 play in pairs• one person tries to build the tallest tower they can while the other person watchesthe timer (get the builder to predict how many they will use)• when timer runs out check how many bricks were used• change roles• play again but this time each block counts as 2, 5 or 10 points (builders predict the value of their tower)• provide mark making materials for score keepingAdapt – predict then count other actions that can be performed for the duration of the timer

NW&N Phase 6 Page 42play as a group• one person chooses cards showing a sequence of six numbers that go up or down in ones, twos, fives or tens, without the others seeing the numbers• set them out in a line on the table• ask one person to turn over the first card• ask everyone what number may be on the second card and ‘why?’ and then get someone to turn it over• continue the discussion as the other cards are revealed. Repeat with different sequences perhaps starting with a different cardAdapt – encourage children to make up their own sequences – supply number tracks and 100 squares

Counting sets Phase 1Page 50 play as a group • place a hoop on the table/floor • everyone chooses a sock and feels thetoe to decide how many objects are inside• everyone tells the group what they can feel in the sock• place socks containing only one object into the hoop and place the others outside the hoopAdapt – play in pairs• choose another sock and decide how many things are inside• discuss whose sock has most things inside• take the things out to check• can they be put back into the socks with both having the same number? If not, why not?

Counting Sets Phase 1 Page 50play as a group• put single objects in some socks and several objects in others and put in a lucky dip box• get everyone to choose a sock and describe what they can feel• take objects out of the socks and discuss them – ‘Did anyone’s sock contain less things than mine?’ ‘Whose sock contained most things?’Adapt – make the lucky dip box available for children to use in their play. Encourage the children to put favourite objects in the box.

Counting sets Phase 2Page 56 play in pairs • someone is chosen as leader • they show everyone the set of objects and explains that five of each have been hidden around the room• in pairs try to find the objects and bring them to the table• after a minute the leader recalls everyone and leads a discussion about what has been found

• have we found all of the stars yet?• could we organise the objects to show clearly what we have found so far?• which object have we found most of?

•Continue the hunt Adapt – change the number of objects•

Counting sets Phase 2Page 56 play in pairs• someone is chosen as leader • they place a couple of cards on each plate so that each plate contains a few images of 1, 2 or 3 items.• in pairs try to work out how the leader has sorted thepictures.• place the number cards onto the correct plate• each player then takes it in turns to choose a picture from the bag and decides which plate to put it on. Adapt – Find other objects around the room that would go on a particular plate; Play ‘Odd one out’ where the leader moves one or more of the pictures from one plate to another and the rest of the group have to identify which items have been moved. •

One, two or three?

Counting sets Phase 3Page 64 play in pairsThe farmer has four sheep and two fields.He likes to give them a change everyday.He wants to find different ways of putting the sheep in two fields. Can you help him?• how many ways of arranging the sheep can you find?• can you put something on paper to show how you put the sheep in the two fields? Adapt – change the number of objects and use different contexts such as shopping in baskets, fruit onto plates, cars in garages, flowers into vases, pirates into ships…•

Counting Sets Phase 3 Page 61play as a group• place objects in boxes so that two boxescontain the same number of items but all the others contain different numbers of items (up to 10)• take turns to choose a box, shake it and describe what you feel• open boxes to see what is inside, counting the objects• ask questions, e.g. ‘Does anyone have the same number as Sam?’Adapt – encourage comparison – ‘How can we find out whether there more in Amy’s or Ben’s box?’

Counting sets Phase 4Page 68 play in pairs• each player take a dish• from the box choose ten interesting thingsto place in your dish• take turns to roll the dice and give the shown number from your dish to your partner• as you play, solve any problems that arise, such as not having enough to give• decide on the criteria for winning Adapt – change the number of objects – e.g. five with a 1,1,2,2,3,3 dice, start with an empty plate and play until one of you has ten on the plate, change the rules, play as a group (dice moves one way, objects the other

Counting sets Phase 4Page 69 play in pairs• each player takes ten counters• one player drops all ten counters at once on a paperplate• they then estimate how many counters with the red face showing they can see.• their partner checks by counting• repeat with estimating how many counters with the white face showing they can see and then check•Adapt – change the number of counters; keep the total number of counters a secret so they don’t have a benchmark for estimating; reveal how many counters there were in total and tell the children how many counters had a red face showing- work out how many had a white face showing.

Red or white

Counting sets Phase 5Page 78 play in pairs• look at the arrangement of five spots on a dice• take a piece of card and stick on five dots in anarrangement different to the dice• compare your cards and discuss similarities and differences• take the pack of cards and spread them out face down on the table• take turns to turn over two cards, if the cards show the same number, keep them• winner has most pairs of cards Adapt – play as a group, or in pairs as a snap game, both players turn over two cards- one with highest total wins

Counting sets Phase 5Page 80 play in pairs• place the number cards in order and cover each numeral with a counter except 0• take it in turns to roll the dice and remove the shown number of counters from the cards starting and 20 and working backwards• discuss how many covered numbers you have left.• with that number, roll the dice and repeat• the winner is the player who finishes with exactly 0• predict how many you will have left before removing the counters.Adapt – one player closes their eyes and the other player rolls the dice and removes the counters. The other player then works out how many have been removed.

Track back

Counting sets Phase 6

Page 85 play in pairs• both players take ten 1p coins from the box• take turns to spin the spinner and do what it says, counting on or back to find the new amount• have five spins each• whoever has the amount of money closest to 10p at the end is the winner

•Adapt – change the numbers on the spinner and the criterion for winning, start with coins including 2ps and 5ps, start with 5p and winner is the first with no money left

Counting sets Phase 6

Page 84 play as a group• pick two boxes and check that the number of objects inside matches the numeral on the box• place the objects from two boxes together- how can we work out what the total will be?• count aloud as each item is dropped in each box to check• Write the total number on a label next to the two boxes

Adapt – give the children the total of two boxes and ask them to work out what different boxes might add up to that total. What are all the possibilities?

Combining boxes