2ObjectivesTo introduce NumiconTo explore ways to use Numicon to support teaching and learning in mathematics
3What is Numicon?The Numicon Maths system is a multi-sensory approach to arithmetic teaching in the Foundation Phase and early KS2.It is brightly coloured, so pleasing to the eye and interesting for children.The holes are finger size, making it easy to handle and manipulate.Pegs fit fingersIt is weighted, which helps understanidng of certain mathematical concepts eg = or balanceIt is robust so can be used in a variety of situations including outdoors.
4Numicon has structured images. Some ProblemsMaths uses familiar words in an unfamiliar context eg difference.Numbers are abstract ideas … all we can show children are number representation.Numerals are arbitrary symbolsNumicon has structured images.Making Numbers Real
6Numicon teaching activities meaningful contextplayful with appropriate level of challengemulti-sensoryinteraction with others – peers and teachers which moves children on in their thinkingnot designed to work alone so children benefit from working with others, discussing their thinking and reasoning
7Numicon helps with … Tessellation- patterns on the base board Visualisation- the shapes impress the mind’s eye – improving mental mathsLanguage – Spontaneous- integral part of learningConcrete – visual, tangible – develops understanding of numberMatching:plates to plates on the number linerandom matchingplates to patterns on base boardfitting pegs to reinforce patternsMaking maths fun!
8Numicon helps children to … manipulateobserve and noticeexplore patternsmake connections‘see’ a number systemdevelop ideas, techniques, skills and experiences that add up to mental impressions of maths ideas
9Children are stronger with pattern than with memory, but we do more memory work!ChildrenSeeing a pattern is at the heart of mathematical thinking.Children need to be encouraged to see and make connections.Children benefit from learning tables where there is a pattern and they need the pattern pointed out to them.5X and 10X2X and 4X4X and 8X3X and 6XUsing a pattern2 + 3 = 5= 15= 25
10Children do not think with mathematical concepts. Concept image of 55 + 5 = = x 5 = 1020 – ½ of 10 = = 20
11Introducing NumiconNumicon: Children should have the opportunity to explore Numicon freely before they will be ready or interested in using it in a directed way.
12First ActivitiesThe first activities are designed to introduce the Numicon shapes without using number names or numerals.Match the shapesCover the board
13Activities1 - Put one set of shapes in order in front of you and 1 set inthe feely bag. One person points to a shape on the tablePartner has to feel for the matching shape in the bag.-What did you need to do for this activity?2 - Find 2 shapes to match the dark blue shape. Can you find allthe other pairs of shapes that match the dark blue shape?-How did you do this?3 - Cover the peg board with shapes.-What skills are being developed?
14Numicon in Firm Foundations There are 9 broad stagesCountingIntroducing Numicon shapesOrdering Numicon shapesFocusing on patterns of Numicon shapesConnecting Numicon shapes with number names and numeralsWorking with Numicon patternsIntroducing additionIntroducing subtractionStarting to think mathematically
15Pattern Numbers and the Number system Calculating Ways to use Numicon Numicon IdeasActivities are organised into three strands:PatternNumbers and the Number systemCalculatingWays to use Numicon
16Moving beyond counting Need to see numbers as wholes e.g. to see ‘six’ as an organised pattern that is whole and complete in itself. Visual pattern of NumiconHow each individual whole number relates to other whole numbers is importantOrganised wholes e.g. It shows how each whole number relates to other ‘whole’ numbersNeed to know ‘How many?’ without countingVisual representation of ‘odd’ and ‘even’