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Teaching Notes - Number Strips

Matt Skoss

I made up several versions of Number Strips after attending an inspiring session at an MAV Conference(www.mav.vic.edu.au/pd/confs/inde.!tml" presented b# $ill C!eeseman entitled %101 things to do with a 100 chart.&

QuickTime and aTIFF (Uncompressed) decompressor

areneeded tosee this picture.

Acting on t!e notion of 'youve got 12 days to put an idea into practicefrom a Mat!s works!op or conference I made up

a laminated set and used Velcro to make t!e resource re)usable and more durable.

I find it useful to pus! kids past *++ to at least *,+. -oung learners are able to generalie from t!eir knowledge ofnumbers from * to ,+ making t!e numbers *+* to *,+ accessible.

Sets included in t!is document are numbers broken up

*. In decade strips,. 0it! intermittent breaks (provokes learners to focus on 'what is the next number?1"

2. 0it! missing numbers ecept for multiples of 34. 0it! missing numbers ecept for multiples of ,3. 0it! missing numbers ecept for multiples of 2

5. 0it! missing numbers ecept for prime numbers6. 0it! numbers to * decimal place in decade strips

7. 0it! numbers to * decimal place wit! missing numbers8. 0it! numbers to * decimal place wit! intermittent breaks

http://www.mav.vic.edu.au/pd/confs/index.htmlhttp://www.mav.vic.edu.au/pd/confs/index.html

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9# using a flas! timer (www.teac!it.co.uk/custom:content/timer/clock2.!tml" t!e task can be turned into a 'performancetask1 w!ere t!e class negotiates w!at time would be a good c!allenge for t!em.

;t!er dimensions t!at can be introduced to t!e task include

Inviting students to reflect on !ow t!e# mig!t improve as a group in

completing t!e task.

tasks to improve t!e group1s overall performance. Inviting students to reflect on t!e group d#namics. 0!o is pla#ing a

leaders!ip role= >ollower role= ?eading from wit!in (allowing ot!ersto step up to being a leader"=

@rap!ing t!e data for completing t!e task over time.

;lder students peer)tutoring #ounger students (ie. -ear 51s coac!ing

t!e -ear *1s".

eplored using bar c!arts bo and w!isker plots and ot!er measures of central tendenc# aving multiple sets and organising teams of students to compete against eac! ot!er.

If #ou would like to be t!ese resources in digital form including t!e flas!timer email t!e aut!or at mattBskoss.org. I am interested in !earing an

account of !ow t!ese activities work in #our classroom and an# newvariations #ou ma# develop.

http://www.teachit.co.uk/custom_content/timer/clock3.htmlmailto:matt@skoss.orghttp://www.teachit.co.uk/custom_content/timer/clock3.htmlmailto:matt@skoss.org

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* , 2 4 3 5 6 7 8 *+

** *, *2 *4 *3 *5 *6 *7 *8 ,+

,* ,, ,2 ,4 ,3 ,5 ,6 ,7 ,8 2+2* 2, 22 24 23 25 26 27 28 4+

4* 4, 42 44 43 45 46 47 48 3+

3* 3, 32 34 33 35 36 37 38 5+5* 5, 52 54 53 55 56 57 58 6+

6* 6, 62 64 63 65 66 67 68 7+

7* 7, 72 74 73 75 76 77 78 8+

8* 8, 82 84 83 85 86 87 88 *++*+* *+, *+2 *+4 *+3 *+5 *+6 *+7 *+8 **+

*** **, **2 **4 **3 **5 **6 **7 **8 *,+

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* , 4 3 5 8 *+

** *2 *3 *5 *6 *7

,* ,2 ,5 ,6 ,7 2+2, 23 25 26 28 4+

4* 42 43 45 46 47

32 34 33 35 37 38

5* 54 55 57 6+

6, 64 66 67 68

7* 7, 75 76 77 8+

8, 82 84 83 85 88 *++*+* *+2 *+4 *+5 *+6 *+7 **+

*** **2 **4 **3 **7 **8 *,+

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3 *+

*3 ,+

,3 2+23 4+

43 3+

33 5+

53 6+

63 7+

73 8+

83 *++*+3 **+

**3 *,+

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, 4 5 7 *+

*, *4 *5 *7 ,+

,, ,4 ,5 ,7 2+2, 24 25 27 4+

4, 44 45 47 3+

3, 34 35 37 5+

5, 54 55 57 6+

6, 64 65 67 7+

7, 74 75 77 8+

8, 84 85 87 *++*+, *+4 *+5 *+7 **+

**, **4 **5 **7 *,+

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2 5 8

*, *3 *7

,* ,4 ,6 2+22 25 28

4, 43 47

3* 34 36 5+

52 55 58

6, 63 67

7* 74 76 8+

82 85 88*+, *+3 *+7

*** **4 **6 *,+

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, 2 3 6

** *2 *6 *8

,2 ,82* 26

4* 42 46

32 385* 56

6* 62 68

72 78

86*+* *+2 *+6 *+8

**2

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* , 2 4 3 5 6 7 8

*+ ** *, *2 *4 *3 *5 *6 *7

*8 ,+ ,* ,, ,2 ,4 ,3 ,5 ,6,7 ,8 2+ 2* 2, 22 24 23 25

26 27 28 4+ 4* 4, 42 44 43

45 46 47 48 3+ 3* 3, 32 34

33 35 36 37 38 5+ 5* 5, 5254 53 55 56 57 58 6+ 6* 6,

62 64 63 65 66 67 68 7+ 7*

7, 72 74 73 75 76 77 78 8+

8* 8, 82 84 83 85 86 87 88*++ *+* *+, *+2 *+4 *+3 *+5 *+6 *+7

*+8 **+ *** **, **2 **4 **3 **5 **6

**7 **8 *,+ *,* *,, *,2 *,4 *,3 *,5

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+.* +., +.2 +.4 +.3 +.5 +.6 +.7 +.8 *.+

*.* *., *.2 *.4 *.3 *.5 *.6 *.7 *.8 ,.+

,.* ,., ,.2 ,.4 ,.3 ,.5 ,.6 ,.7 ,.8 2.+2.* 2., 2.2 2.4 2.3 2.5 2.6 2.7 2.8 4.+

4.* 4., 4.2 4.4 4.3 4.5 4.6 47 4.8 3.+

3.* 3., 3.2 3.4 3.3 3.5 3.6 3.7 3.8 5.+

5.* 5., 5.2 5.4 5.3 5.5 5.6 5.7 5.8 6.+

6.* 6., 6.2 6.4 6.3 6.5 6.6 6.7 6.8 7.+

7.* 7., 7.2 7.4 7.3 7.5 7.6 7.7 7.8 8.+

8.* 8., 8.2 8.4 8.3 8.5 8.6 8.7 8.8 *+.+*+.* *+., *+.2 *+.4 *+.3 *+.5 *+.6 *+.7 *+.8 **.+

**.* **., **.2 **.4 **.3 **.5 **.6 **.7 **.8 *,.+

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+.* +., +.4 +.3 +.5 +.8 *.+

*.* *.2 *.3 *.5 *.6 *.7

,.* ,.2 ,.5 ,.6 ,.7 2.+2., 2.3 2.5 2.6 2.8 4.+

4.* 4.2 4.3 4.5 4.6 4.7

3.2 3.4 3.3 3.5 3.7 3.85.* 5.4 5.5 5.7 6.+

6., 6.4 6.6 6.7 6.8

7.* 7., 7.5 7.6 7.7 8.+

8., 8.2 8.4 8.3 8.5 8.8 *+.+*+.* *+.2 *+.4 *+.5 *+.6 *+.7 **.+

**.* **.2 **.4 **.3 **.7 **.8 *,.+

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+.* +., +.2 +.4 +.3 +.5 +.6 +.7 +.8

*.+ *.* *., *.2 *.4 *.3 *.5 *.6 *.7

*.8 ,.+ ,.* ,., ,.2 ,.4 ,.3 ,.5 ,.6,.7 ,.8 2.+ 2.* 2., 2.2 2.4 2.3 2.5

2.6 2.7 2.8 4.+ 4.* 4., 4.2 4.4 4.3

4.5 4.6 47 4.8 3.+ 3.* 3., 3.2 3.4

3.3 3.5 3.6 3.7 3.8 5.+ 5.* 5., 5.2

5.4 5.3 5.5 5.6 5.7 5.8 6.+ 6.* 6.,

6.2 6.4 6.3 6.5 6.6 6.7 6.8 7.+ 7.*

7., 7.2 7.4 7.3 7.5 7.6 7.7 7.8 8.+

8.* 8., 8.2 8.4 8.3 8.5 8.6 8.7 8.8

*+.+ *+.* *+., *+.2 *+.4 *+.3 *+.5 *+.6 *+.7

*+.8 **.+ **.* **., **.2 **.4 **.3 **.5 **.6

**.7 **.8 *,.+ *,.* *,., *,.2 *,.4 *,.3 *,.5