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Number jump
Brown Monkey wants the snack. Raise his platform to the correct height by clicking on the numbered plungers to add the correct total of blocks.
At the 1-9 and 10-20 settings he can also start higher than the snack and you must subtract the correct total of blocks.
Teaching tips:
Encourage children to use the language of ‘more than, less than’ when comparing the amounts inside and outside of the tube. Support linking numerals with amounts by offering manipulatives to use alongside the activity.
Use with ‘Number jump: Addition columns’.
Use with ‘Number jump: Addition columns’.
Encourage children to notice any number bonds or double facts which might help them complete this activity.
Some children might need manipulatives, like counters or cubes, for support. They could find the total amount first and continue to subtract amounts as they go.
Use with ‘Number jump: Addition columns’.
Some children might need manipulatives, like counters or cubes, for support. They could find the total amount first and continue to subtract amounts as they go.
Use with ‘Number jump: Addition columns’.
Children could use a tens frame and counters to support this activity: They could use both subtraction (by having the total amount of counters on the tens frame first and taking them away in groups) or addition (by adding counters onto the tens frame in groups until they reach the given total). This also supports work on inverse relationships.
Use the following questions prompts to aid mathematical reasoning:
What do you already know which might help you here (e.g. doubles, number bonds)?
Can you complete this with the least amount of jumps possible? How do you know that will work?
What happened when you selected that number?
Use with ‘Number jump: Addition columns’.
Use the following questions prompts to aid mathematical reasoning:
What do you already know which might help you here (e.g. doubles, number bonds)?
Can you complete this with the least amount of jumps possible? How do you know that will work?
What happened when you selected that number?
Use with ‘Number jump: Addition columns’.
Children could use tens frames and counters to support the activity. Place the total number of counters on first and continue to subtract them in groups. Encourage children to ‘make 10’ (e.g. if the total is 14. Take away 4 first to leave 10. Children should then know that 5 and 5 can be used to make 10, therefore completing it efficiently).
Use the following questions prompts and discussion points to aid mathematical reasoning:
Can you complete this with the least amount of jumps possible?
What happened when you selected that number?
Could you use your knowledge of inverse relationships to help?
Use the following questions prompts and discussion points to aid mathematical reasoning:
Can you complete this with the least amount of jumps possible?
What happened when you selected that number?
Could you use your knowledge of inverse relationships to help?
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