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Topic “Concepts”

recognise vocabulary for basic number operations

Activity/strategy name and materials required	How to do the activity	Key principles for doing the activity and comments
Calculation Lotto "Calculation Lotto" resource. Duplicate the resource if there are more than 2 players. Cut up the calculation cards. Some children will need some visual prompts to help them remember what the mathematical vocabulary means.	1. Each child has a Lotto base board with the addition, subtraction, multiplication and division symbols. 2. Put the calculation cards face down in a pile. 3. Each player picks a calculation card from the pile and matches it to the appropriate symbol on their base board. 4. If a player can't use a calculation card because they have used up all their spaces then they return the card to a discard pile in the middle and miss their turn. 5. Other players can choose to take a card from the top of the face-down pile or from the pile of cards discarded by other players. 6. The winner is the player to cover their board first.	Use a visual prompt initially, prompting players to find the words on the prompt and match them to the symbols. Take this prompt away when children become familiar with the words. You can make the game more challenging by asking children to give the answers to the simple calculations on the cards.

Activity/strategy name and materials required	How to do the activity	Key principles for doing the activity and comments
Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 and the level C questions. This programme has questions for a range of ability levels.	1. Choose a scenario picture. 2. Show the children the picture and let them read the story. 3. Ask the child the questions verbally. 4. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions).	Use some simpler questions to start with. (LfT level A and B if you are using the Language for Thinking book). If a child gives a short answer, prompt them to expand it. If the child finds these questions easy, move on to having them read the story without looking at the picture. Go back to using simpler questions and move up through question levels again. (LfT Module 3).

Activity/strategy name and materials required	How to do the activity	Key principles for doing the activity and comments
Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 and the level B questions).	1. Choose a scenario. 2. Let the child read the story. 3. Ask the child the questions verbally. 4. Focus on the questions where the child must use what they can see in the picture and also some wider context to answer the questions ("LfT level B questions"). E.g. 'What will happen next?' 'How did he...?' 'What is a ....?' 'How are these the same?	Use some simpler questions to start with. If a child gives a short answer, prompt them to expand it. If the child finds these questions easy, use some questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' ("LfT level C questions").

Activity/strategy name and materials required	How to do the activity	Key principles for doing the activity and comments
Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 and the level C questions.	1. Choose a scenario. 2. Let the child read the story. 3. Ask the child the questions verbally. 4. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions).	Use some simpler questions to start with. If a child gives a short answer, prompt them to expand it.

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