Use Marty to help keep track of a count
Ask pairs of learners to think of a number from 2 to 5 and display on one hand. Ask the partner to show them how they can make that number with two hands. Have the, say the number sentence, "(number of fingers on one hand) and (number of fingers on the other hand) makes (total number of fingers)."
Challenge them to think how they can show how to make the sum when one of their hands has the same number as their partner: how many fingers should they show on the second hand? 0
Provide manipulatives - unit cubes or some such small resource that can be used to support use of their fingers. Some learners prefer to be able to hold the amounts they are adding rather than just showing them as they would with their fingers. These counters could be displayed on a five-frame or the range of five-frames could be made available.
21 of 21 linked standards shown.
| Curriculum area | Linked standards |
|---|---|
| Mathematics: Number and Algebra - Number and place value |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Mathematics: |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| General standards |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Health and Wellbeing: Mental, Emotional, Social and Physical Wellbeing | |
| Literacy & English: Listening and Talking | |
| Numeracy: Number, Money and Measure |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Mathematics KS1: Number - addition and subtraction | |
| Mathematics KS1: Number - number and place value |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Computer Science: | |
| English Language Arts: Speaking and Listening | |
| Mathematics: |
Select a code to read the full standard.
| Curriculum area | Linked standards |
|---|---|
| Elementary Math: Knowledge and Skills |
Select a code to read the full standard.
Count with Marty to the number five, then use Marty to count on from numbers to get up to five.
Marty will move their arm to support learners in their counting and adding.
Mathematics - Counting and Adding
Open the Marty the Robot v2 app and build the code, from the teacher guide, into the workspace:
This code will have Marty move one arm mimicking counting and adding. The second arm will move steps to illustrate the sum of the two numbers.
Save this code in the app and give it an appropriate name.
Share with learners the objectives and success criteria for the day's lesson, from slide 2 of the presentation in the resource section; perhaps display this before the lesson starts and keep it displayed until another slide is needed.
Tell learners that they are going to play a game where they will need to count their steps.
Below is the procedure for the game
1. Ask learners to make a line facing you.
2. Tell learners you are going to say a sentence and if it is true for them, they need to take the steps that are said.
3. Example, "If you like bananas, take two steps forward." At this, all learners who like bananas need to take two steps toward you. Count with learners so that they link the number spoken with the step number.
4. Continue to create statements until someone gets to you.
5. If possible, let a learner lead the game (support as needed).
6. Repeat as desired.
The goal is to have learners practice counting, starting at one.
Learners need to practice counting from one and from other numbers to support learning with addition. There are several stories in the educator resource section (all of which are freely available at free kids' books), they are all limited to counting to numbers less than 5. They can be read aloud with or without a projector or other display but having visuals will support visual learners. If you have a display available, focus on the number of objects on each page, if you do not, repeat the sequence from 1 to the number on the page, reinforce this with fingers on one hand.
Reinforce that the last number they say is the collection of all the items being counted: from Five Little Snowflakes, the third snowflake does not represent three; rather, all three of the snowflakes represent three. Take time to reinforce how many objects are displayed on each page to reinforce the count, even when the story is about decreasing a number as with Five Autumn Leaves. Telling more than one story, with the different contexts will consolidate what counting means and consolidate the sequence from one to five.
Connect counting on / adding to the counting work learners have completed with the stories. Create a situation where Zanele sees two shoes at her door then her sister, Gugu, puts two more shoes. How many are there now? Show the examples with manipulatives you have available.
Display Marty and inform learners that Marty is going to help us keep track of counting. The code that needs to be prepared before the lesson starts will have Marty move one arm in a measured way, allowing you and the learners to count along with Marty. Later, the other arm will start to move toward the first one. Below is an example that could happen.
Here is a suggestion of what you could say when the code is running.
Share with learners the activity page that they will work on, either in small groups or individually. Model how to use the page to show their understanding of counting and adding.
Below are ideas as to how to make best use of the activity page.
1. The first part of the activity pages has learners connecting words to pictorial representations. Learners need to record the value in the five-frame and as a word.
2. The second activity shows Marty moving their arm up a distance to represent the first addend. The five-frame shows the value of each movement.
3. The second picture shows movement for a second addend.
4. Initially, start at one and count all the marks on the activity page.
5. Indicate how much Marty counts altogther on the five-frame and include a word.
6. As the tasks progress, transition to numerals.
7. Use Marty to model the activity questions as and when you want.
Bring learners back together to discuss where they were successful with counting and adding.
Suggested questions you might ask:
If you use a formative assessment strategy, like thumbs up or thumbs down, use that here to get a feel for learner confidence with the topic.
Carry out any end of lesson routines.
