Stamp Game- Presentation

Coverage:

Through this article, you will get to learn about:

• Basic 4 decimal operations with stamps.

Learning objectives:

After having read this article, you will be able to:

• This material is more symbolic, so this work is moving from concrete to abstract.
• With this material, we will introduce writing the problem and therefore introduce the symbol for writing the problem. This work will be all individual.

Additional learning resources:

Name of the activity:

Stamp Game

Materials

• Large quantities of  squares of equal size about 1-inch squares like stamps:
• Each stamp of 1 green marked with ‘1’
• Each stamp of 10 is blue marked with ‘10’
• Each stamp of 100 is red marked with ‘100’
• Each stamp of 1000 is green marked with ‘1000’
• A pencil & Ruler
• Grid paper

Direct Aim

Reinforcement and consolidation of earlier understanding through individual work

Further sensorial impression of place value

Introduction

Link to the Golden Beads

Take one-unit bead, one ten bar, one hundred squares and one thousand and connect them to each of the stamps

Making Numbers

• Form a number with four categories laying them in columns separated by a small gap (units on the right)
• Read the number.
• Ask the child to make a number with the stamps and read it.
• Continue for as long as the child needs the practice
• After sufficient practice, make numbers with a missing category and read them.

Making and Writing Numbers

• Make a number with the stamps
• Starting from the highest category ask the child how many thousands are there and write the number on the left hand side of the paper
• Continue asking and showing the child were to write the number of hundreds, tens and units
• Read the number
• Continue in this way for as long as the child needs the practice

Making and Writing Numbers in a column

• Ask the child to make two numbers using the stamps e.g. 4861 and 325.
• Place the stamps of the second number - 325, below the first so that all the categories are in the right columns.
• Write the first number.
• Read the second number.
• Starting from the highest category ask the child how many (hundreds) there are
• Write the hundreds under the hundreds of the first number
• Proceed as above for the next categories

Writing and Making Numbers

• Write a number
• Invite the child to read the number and to make it with the stamps

Missing Categories

• After sufficient practice in writing and making of numbers, make numbers with a missing category/ies.

Offline Presentation

• Give the child a number to write on the squared paper.
• Ask the child to make the number with the stamps.
• Write the remaining equation.
• Introduce the operation sign and ask the child if they recall the process of the operation.
• Show the child where to place the stamps, counters or skittles as required.
• Recall with the child the nature of the operation.
  • Put together - addition
  • Take away - subtraction
  • Put the same numbers together x number of times - multiplication
  • Share - division
• Show the child how to do the operation.
• Show the child where to record the answer.
• Casually use the correct mathematical terms.
• Invite the child to do the activity.

Addition

• Write down the numbers on a grid of paper.
• Lay out the tiles for the first number in columns.
• Place a ruler below the stamps
• Lay out the tiles for the next number below the ruler
• Remove the ruler
• Add the stamps from the bottom half to the top
• Start counting the stamps in each category starting with the units.
• [For dynamic addition: once you have 10 stamps in one category, remove these stamps and add a stamp of the next category. E.g if there are 12 stamps of 100. 10 would be exchanged for one 1000 stamp while 2 would remain]
• Record the answers of each category on the grid sheet.

Subtraction

• Write down a large number on grid paper (e.g 3464).
• Lay out the tiles for the first number in columns.
• Write down a smaller number below it on the grid(e.g 1252).
• Remove the number of stamps
• [For Dynamic subtraction: e.g. 3464-1552 to subtract 500 stamps from 400. We would exchange one 1000 stamp for ten 100 stamps and add them to the 100 category. Then subtract 500 from it.]
• Record the answers of each category on the grid sheet.

Multiplication

• Write down a 4-digit number on a grid paper [e.g. 3124].
• Lay out the stamps for this.
• Place a ruler below the stamps
• Now write the number to multiply it by on the grid sheet [3124 x 3].
• Lay out the stamps for the 3124 below the ruler.
• Place another ruler/pencil and lay out the stamps for 3124 below it.
• Remove the ruler and pencil
• Add the stamps together.
• Start counting the stamps in each category starting with the units.
• [For dynamic addition: once you have 10 stamps in one category, remove these stamps and add a stamp of the next category. E.g if there are 12 stamps of 100. 10 would be exchanged for one 1000 stamp while 2 would remain]
• Record the answers of each category on the grid sheet.

Division

• Write down a large number on grid paper (e.g 3457 ÷3).
• Lay out the tiles for the first number 3457 in columns.
• Lay out skittles for the number of divisors (3)
• Starting from the highest category share a stamp for each skittle until one cannot share equally anymore.
• [For Dynamic division: e.g. 3457 ÷3 share the three 1000 stamps, 1 for each skittle. When we start sharing 100s we are left with one stamp of 100. Exchange this for ten 10 stamps and start sharing equally.]
• The number of stamps under one skittle would be the answer.
• Any remaining stamp that cannot be shared would be the remainder.
• Record the answers of each category on the grid sheet.

Online Presentation

• Spotlight your camera. Ask the child to bring the materials
• Write on the squared paper.
• Ask the child to make the number with the stamps.
• Write the remaining equation.
• Introduce the operation sign and ask the child if they recall the process of the operation.
• Show the child where to place the stamps, counters or skittles as required.
• Recall with the child the nature of the operation.
  • Put together - addition
  • Take away - subtraction
  • Put the same numbers together x number of times - multiplication
  • Share - division
• Show the child how to do the operation.
• Show the child where to record the answer.
• Casually use the correct mathematical terms.
• Invite the child to do the activity.

Addition

• Write down the numbers on a grid of paper.
• Lay out the tiles for the first number in columns.
• Place a ruler below the stamps
• Lay out the tiles for the next number below the ruler
• Remove the ruler
• Add the stamps from the bottom half to the top
• Start counting the stamps in each category starting with the units.
• [For dynamic addition: once you have 10 stamps in one category, remove these stamps and add a stamp of the next category. E.g if there are 12 stamps of 100. 10 would be exchanged for one 1000 stamp while 2 would remain]
• Record the answers of each category on the grid sheet.

Subtraction

• Write down a large number on grid paper (e.g 3464).
• Lay out the tiles for the first number in columns.
• Write down a smaller number below it on the grid(e.g 1252).
• Remove the number of stamps
• [For Dynamic subtraction: e.g. 3464-1552 to subtract 500 stamps from 400. We would exchange one 1000 stamp for ten 100 stamps and add them to the 100 category. Then subtract 500 from it.]
• Record the answers of each category on the grid sheet.
• Multiplication
• Write down a 4-digit number on a grid paper [e.g. 3124].
• Lay out the stamps for this.
• Place a ruler below the stamps
• Now write the number to multiply it by on the grid sheet [3124 x 3].
• Lay out the stamps for the 3124 below the ruler.
• Place another ruler/pencil and lay out the stamps for 3124 below it.
• Remove the ruler and pencil
• Add the stamps together.
• Start counting the stamps in each category starting with the units.
• [For dynamic addition: once you have 10 stamps in one category, remove these stamps and add a stamp of the next category. E.g if there are 12 stamps of 100. 10 would be exchanged for one 1000 stamp while 2 would remain]
• Record the answers of each category on the grid sheet.

Division

• Write down a large number on grid paper (e.g 3457 ÷3).
• Lay out the tiles for the first number 3457 in columns.
• Lay out skittles for the number of divisors (3)
• Starting from the highest category share a stamp for each skittle until one cannot share equally anymore.
• [For Dynamic division: e.g. 3457 ÷3 share the three 1000 stamps, 1 for each skittle. When we start sharing 100s we are left with one stamp of 100. Exchange this for ten 10 stamps and start sharing equally.]
• The number of stamps under one skittle would be the answer.
• Any remaining stamp that cannot be shared would be the remainder.
• Record the answers of each category on the grid sheet.

Age

4 ½

The layout of stamps for addition