Download bank 1 CAwith imaging to AC peer tutoring

Peer Tutoring Plan
It is recommended that each week the programme is varied to give
different aspects on Number Knowledge Focus. Eg week 1 could be
1,2,5,6,&8) Supplement these ideas with games between buddies &/or
group of 4 students. NB: Games may be from Numeracy Book 4, the
Number or Home-School Partnerships sections of www.nzmaths.co.nz )
It is recommended that the process is modelled to students before they
attempt buddy process.
T Snape, Numeracy Facilitator, 2008
CA-I to AC (based on pg 19, Numeracy Book 1)
1. Number identification and sequence and order
Say a number (between 10-99 ) Make me this number with beans or pop
sticks
Write the number in words
Say the number 1 more, 1 less, 10 more, 10 less,9 more, 9 less
Make that number by adjusting the beans/pop sticks
2.Skip counting
Skip count in 2’s from this number to this number and back again
(choose 2 numbers between 9 & 99)
Skip count in 5’s from this number to this number and back again
(choose 2 numbers between 9 & 99)
Skip count in 10’s from this number to this number and back again
(choose 2 numbers between 9 & 99)
3. Number ordering
(Give out cards with various numbers from 9-99) Order these 10
numbers in order from smallest to largest
(Point to two number cards) Say the number 1 more, 1 less, 10 more, 10
less,9 more, 9 less
What is the difference between this number and that number?
4. Doubles and halves
Use the top two rows of the Slavonic abacus to show these doubles and
say the related addition &multiplication equations (give 6 examples) eg
4+4=8, 2x4=8
Use the top two rows of the Slavonic abacus to show these doubles and
say the related subtraction and division equations (give 6 examples) eg
8-4=4, 8÷2=4
5. Fractions
Roll a dice that has ½, ¼, ¾, 1/8, 3/8, 5/8 on. (repeat 5 times) For each
turn make the fraction rolled using foam fraction pieces or draw on grid
paper.
Roll the dice again (five times) and for each throw draw the fraction and
write it in words and the symbol
6. Grouping and Place Value A
Tens frame cards – with numbers 1-10, how many more makes 10 (5
examples), how many more makes 20 (5 examples),
Then with numbers 11-20, how many more makes 20 (5 examples),
7. Grouping and Place Value B
Show me on a place value house, how many $10 notes to make these
numbers (5 examples with numbers between 10 & 100)
8. Basic Facts A
Write the words for these 5 teen numbers from 11-19
Use the Slavonic abacus to model 5 different ‘teen and ‘ty numbers.
Discuss ‘teen means ten and a one, eg thirteen= three plus ten. Discuss
that ‘ty means lots of ten, eg thirty is 3 tens.
10. Basic Facts B
Use a pack of cards, place a 1-10 card down and state how many more
makes 10 (5 examples)
Place 2 cards (1-10) down and call out the answer as quickly as possible
(5 examples)
Place 2 cards (1-10) down and state the family of facts for the 2 cards (5
examples)
Place 1 card down and call the answer if that number was subtracted
from 20 (5 examples)
11. Basic Facts C
Throw a ten sided dice and say the double for each number( 5
examples), repeat for ten times more than each number
Write down an even number between 2 and 20 and ask ‘what is the
number that is half this number?’. (5 examples)