Year 1 Bulletin

Learning Intention: To use the strategies of counting on and counting back to find the total.

Learning Experience Overview: 

In mathematics, we have been exploring different strategies we can use to solve simple addition and subtraction number sentences. Our main focus has been on counting on and counting back mentally, or with the support of a number line practising skip jumping along. 

Whole: 

Fluency Game: Closest to 10 

Objective: This fluency game aims to practice basic addition and number sense by using a deck of cards to create a number that is as close as possible to 10. This was to help students build fluency with numbers and improve their understanding of addition and subtraction.

Materials Needed:

A standard deck of cards (remove face cards) 

How to Play:

1.  Shuffle the deck of cards. Player 1 will draw 5 cards, they will then flip 3 and pick 2 of the cards to use to make to closest number to 10 as possible. 
2. Player 2 then takes the card Player 1 has not used and flips the other 2. They then select from the 3 cards which 2 they will use to make their number. 
3.  After each player has taken their turn, compare their totals to see who made the number closest to 10. Students played for 5 minutes, keeping track of who won each round on a whiteboard. 

In a prior lesson, we watched the video above to learn how to play the game. 

Task: After the fluency game, the students all came back to the floor and we modelled to the students the strategy of using counting on and counting back when adding or subtraction 2 numbers. 

On the whiteboard, a number line was displayed for the students to view. An equation was selected from the worksheet they would be completing and written below.

For example 8 - 2 = ?.

On the numberline we showed how we begin at 8, and then showed the 2 hops down the numberline to find our answer which was 6. It was explicitly explained that there was is a connection between addition and subtraction so they numbers in the addition equations will be used in the subtraction equations they form. 

We modelled 2 more for the students so they could see how we can use the strategy of counting back with the support of a numberline and see the connection between addition and subtraction. 

Small: Students were then each given a copy of the worksheet and a numberline to support them through solving each of the equations. The sheets provided them with the addition number sentence, which they would use along the numberline to solve the questions. 

Whole:

Shared Reflection: 3 students were selected to come up and share to the class their answers and were asked to prove it to their peers using a numberline. 

Prompts: 

During fluency game:

• What other number could you make?
• Explain to me how you made that number?
• How do you know it is close to 10?
• How did you decide who had the closest number?

Task:

• What do you notice about the numbers?
• How could you rearrange the addition equation to create a subtraction equation?
• How many skips do you need to make on your numberline?

How you might like to continue learning at home:

• Select a number you are going to make, for example, 10. Then call out a number and ask your child what they would need to add or take away to make 10. You might say 4…. and your child would say 6 or you may say 12 and they would say 2 less.
• Practice their 10s facts with them, what 2 numbers can make 10.
• To extend you may focus on making larger numbers up to 20. 
• Practice their doubles, for example what is double 6?

Year 1 Team

Rosanna, Jarryd and Stef

stephanie.lampard@education.vic.gov.au

rosanna.caruso@education.vic.gov.au

jarryd.lamb@education.vic.gov.au