## Early Number Sense

#### This page gives a range of free resources that will help children to recognise small quantities. A range of different visual representations are used. Presentations and resources also help to introduce key maths concepts and ideas.

**'How many dots?' subitizing games**

Subitizing Cards | Subitizing PowerPoint Games |
---|---|

Dot Pattern Cards, 1-3 | How many dots? (1-3)How many dots? (2-4) |

Dot Pattern Cards, 4-6 | How many dots? (3-5)How many dots? (4-6) |

How many dots? Different sizes (3-6)How many dots? Two colours (4-6) |

To play **Match Bingo**, children roll a dice and cross of a matching quantity.

To play **One More Bingo** and **One Less Bingo** children roll a numeral dice and cross off a quantity that is one more or one less.

To play **Dominoes Car Park** children place dominoes on the grid based on the number of spots on the domino.

**'How many dots?' 5-frame & 10-frame games**

5-frame & 10-frame cards | 5-frame & 10-frame PowerPoint Games |
---|---|

5-frame cards, 1-5 | How many dots? (2-4)How many dots? (3-5)How many dots? (4-5 in 10-frame) |

10-frame cards, 6-10 | How many dots? (5-7)How many dots? (6-9)How many dots? (7-9) |

The **Finger Cards, 1-10** help children to recognise quantities using base-5 and base-10.

**'How many lines?' games**

Shape pattern cards | 'How many lines?' PowerPoint games |
---|---|

Lines cards, 3-5 | How many lines? (3-5) |

Lines cards, 4-6 | How many lines? (4-6) |

**Part-whole games**

Part-whole cards | Introductory PowerPoints for part-whole cards |
---|---|

Part-whole dice pattern cards, 4-6 | Intro to part-whole dice pattern cards (3-6) |

Part-whole 10-frame cards, 6-10 | Intro to part-whole 10-frame cards (6-10) |

The **'Equals Means Same As'** PowerPoint presentation shows number sentences being built with the whole first (e.g. 5=3+2).

These dice games help children to visualise two parts within a number:

**Make 6** **Make 7** **Make 8** **Make 9** **Make 10**

Here are questions for number bonds to 6, 7, 8 and 9. Children can access the questions by placing Numicon shapes over the Numicon image at the top of the page:

**Recognising doubles**

Doubles cards | Introductory PowerPoints for doubles cards |
---|---|

Doubles cards, 4-10 | Intro to doubles cards (4-10) |

Doubles cards, 12-20 | Intro to doubles cards (12-20) |

**Activities**

The **Count On Races** game, played by an adult and a child, helps children learn to count on mentally. A coin or a dice with 1 or 2 on each face is used. Children say the next number when counting on. For example, when starting from 7, for a jump of 2 we say '8,9'.

The **Cube Model (4-6)** and **Cube Model Advanced (4-6)** tasks, children recreate the models. This task develops visual-spatial skills and helps children to recognise two parts within the whole.

The **Reasoning in Addition Puzzles** get children thinking deeply about the value of different shapes. This **Mathsbot** link allows you to generate new reasoning in addition puzzles.

**Visual Representations**

**This article** explains the importance of children's finger discrimination skills and **this article** gives different ways in which fingers can be used. Here are some **Finger Discrimination tasks by Youcubed**.

These **Base-5 and Base-10 Number Tracks** are coloured to help children to see quantities within a number track.

This **Online Base-5 Abacus by Math Rack** represents quantities 10-100 using a base-5 colouring.

The **Coloured 100-Squares** help to identify patterns in the 100-square and can support children as they count in 2s and 5s.

The **Teens & Tens Cards** help children to discern between teen and tens numbers. **The Place Value Sorting Task** show different representations of teen numbers and challenge children to spot misconceptions.

**Progression in Pattern**

The** Progression in Pattern** guidance shows how children's understanding of repeating patterns can be built. The **Grids for Repeating Patterns** can be used as children look to create circular patterns with a fixed number of spaces.

**Fluency in Additive Reasoning, 1-20**