NUMBER WORK – PATTERN BOARDS AND CUBE PATTERNS

This resource makes learning extremely visual and is enormously helpful when teaching children about number quantities, properties and simple addition and subtraction. At a glance the unit parts of each number are displayed as a group of structured cubes – ‘painting a picture’ of the meaning of numerals 1, 2, 3, 4, 5, 6 and so forth to 10. Properties such as 'odd' and 'even' numbers, are vivid and are represented as ‘the odd man’ or needing a ‘partner’ this unforgettable imagery and easy description make the ideas memorable. Simple addition and subtraction tasks are also carried out with this support.

The lesson
With the first 6 Pattern Boards I placed them randomly in front of Oliver. I began to build a cube pattern on the display card pictured below. Oliver was asked to match this to the same board. Initially I used the same coloured cubes as the Pattern Board, offering two opportunities for success – matching by colour or by pattern. Oliver was able to recognise the pattern and so a different colour set of cubes was used.

The checking up factor proved interesting. Oliver was given the display card containing the cubes and was asked to place them in his chosen board. From this action children learn to develop cognitive skills such as left/right directionality, hand-eye coordination and 1:1 correspondence as well as strengthening fine-motor manipulation. With a student as old as Oliver, I would still be looking to see if these skills are firmly established. However, Oliver had different ideas! He wanted to take the quick route and so picked up the cubes in two’s and tried to ‘drop’ them into the empty insets. I had to explain that I needed to see if he was able to place the cubes separately into the board first ....THEN he could do it his way… compromise accepted - High five!!

Sequencing
Oliver moved on to ordering the boards from the smallest to the biggest which he did with a couple of self corrections. More high fives! At this point it was 11.00 and Oliver was hungry! This led to a lovely opportunity to encourage some clock watching and reading practice, so
as to feed that man!!!. I reinforced the procedure once more using the practice Charlotte Clock placing the hands at 1.00, Oliver followed this correctly then was asked to go to the oven, I showed him how to turn the two dials in order to bake a baguette for his much loved
cheese sandwich. This done we took our break and looked at Oliver’s bird’s of prey book. He turned the pages to his favourite birds and named them with amazing skill. He clearly has a passion for nature and David Attenborough is a favourite in his house…..

Bonds of 10
Oliver had NO understanding of the bonds of 10 - not even by counting on. No matter BECAUSE I know that in a short space of time he will build his understanding of the combinations of 10 - and that’s not all, he will know them and use them as recall from memory. So watch this space…..

To begin….. we spent the last part of the session finding pairs of blocks to fit into the 10-Box. The box is the same height as the 10-block and contains 10 combinations that make 10. I would put in a biggish block and Oliver would find one to fit the gap. The same self-checking principle applies. Each time a block was placed in the box that did not fit, the immediate visual feedback ‘told’ him in which way it did not fit, enabling him to simply take it out and try another one thus each task is a success. No feelings that he can’t do something, only feelings of satisfaction and achievement! AND high fives BOFF all round! Not too sure which of us is BOFF though?…..

We certainly finished the first session on a positive note where Oliver was definitely familiarising himself with the equipment, listening and following instructions, and completing tasks.

You might like to know that during our first 2 hour session, Oliver covered the work highlighted in blog posts dated 22nd and 24th of November as well as the contents in this post.

Vikki Horner