Download Number 15 - Planet Maths

Number 15
Strand: Number
Strand unit: Operations Addition
Develop an understanding of addition by combining or partitioning sets, use concrete
materials 0–20.
Add numbers without renaming within 0–20.
Looking at the early stages of contributing to addition.
Counting and analysis of numbers.
Combining, partitioning and numeration.
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Apply mathematical concepts and processes in a variety of
contexts; recognise solutions to problems.
Communicate and express ideas through group work/pair
work and on an individual basis in oral and written form.
Make connections with mathematics itself, through other subjects
and in applying mathematical tasks to everyday contexts.
Make sensible judgements while estimating; reason problems using various
techniques and strategies.
Implement what has been learned into discussions, activities and written work;
execute procedures efficiently.
Understand the reasoning behind learned concepts; recall facts
in order to support understanding and the process of problem solving.
Number lines, 100 squares, whiteboards, markers paper, pencils, number fans
Altogether, add, count, equals, jump, split, make, more, less, plus, sign, sum, total,
zero, How many?
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General lesson suggestions
The children are divided into pairs. The teacher gives only 1 of the children in the pair the ‘magic’
number – 15. This child then tries to communicate the number to their partner by tracing the
number in the air with their finger, on their partner’s back or making the shape with their body.
Children should practise creating sets of 15 using concrete materials, such as counters, peg boards
and unifix cubes.
Children can be given paper or whiteboards and encouraged to represent the number 15 in a
variety of different ways using dot representations. Theses dots could be arranged in lines, groups
of smaller numbers or in random patterns.
Lesson suggestions
The teacher distributes different materials tied together in 2 packs that make 15,
e.g. lollipop sticks, matches, cubes, spools or pencils.
The children then have to take the 2 piles, count them separately and write the number
sentence and do the sum.
Finally, count the materials altogether to check if your answer is correct.
1 child is chosen to be the leader and begins by calling out a number
between 1 and 15, e.g. 7.
The other children repeat the number 7 back to the child.
The child then calls out ‘add 8’ and the rest of the children take 8 steps, shouting as they
go 8, 9, 10, 11, 12, 13, 14, 15, and then call out the answer to the sum 7 + 8 = 15.
Finally, the leader shouts ‘adding time’ and catches the nearest child who is then the leader
in the next round.
See separate activity sheet.
Match the numbers to make 15.
14
2
13
1
12
14
9
0
0
15
3
12
11
3
15
11
1
13
8
10
10
4
4
6
2
5
7
7
5
8
6
9
Fill in the numbers so that each
snake makes 15.
8
8
10
2
6
11
3
4
8
1
12
0
0
3
2
5
Magic squares 15.
4
1 3
2 2
5
2
1
1 3
4
0 4
8
2
Name: _______________________________________
3
1 2
6
3
Date: ___________________
© Folens Photocopiables
3
2 4
5
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Linkage
Counting and numeration
Representing and interpreting data
Place stacks of numbers from 0–15, plus signs and equals signs on the
ground at the top of the yard. The children are split into groups, they have to run up and find two
numbers to make 15. They must also take the symbols. Then they run back and place them on
the ground beside their group. The next child runs and finds a different combination. The children
then do the same activity finding three different combinations.
On a big piece of poster paper draw 2 flowers without petals and a large plus sign in the
middle of the poster. Children will draw petals on each flower so that the total number of petals
is 15.
Parents can encourage their children to be aware of numbers in the environment and help them
by asking them to pick 2 or 3 numbers from a car registration plate that total 15. Have them
look at other numbers in the environment (telephone numbers) and see if they could use them
to get numbers that add to 15.
Notes
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