Package 2-5 Same and different

This task encourages your child to share what they know about numbers, patterns and multiplicative thinking.

Things you need

Have these things available so your child can complete this task.

Ideal

Back up

Read the instructions about Same and different.

Why is this activity important?

This task is designed to offer your child the opportunity to:

  • see how different visuals helps us see how numbers are made up of smaller numbers

  • see how visuals can help us see multiplicative situations for example seeing 6 as 3 twos instead of 5 +1

  • see how some numbers can be partitioned into equal groups in different ways, whereas others can’t be partitioned into equal sized groups

  • see how the same value can look quite different.

Before you start

Make sure your child has the required resources ready.

Check that the video is working and the audio settings are correct for your child.

What your child needs to know and do

This task encourages your child to share what they know about numbers, patterns and multiplicative thinking.

What to do next

View the Same and different video.

Encourage your child to explore the two different number visuals on Activity sheet 1.

Ask your child to think about what they notice is the same in these visual representations of the numbers 1- 20 and what is different. Do they find anything cool or something that they are curious about? Have your child record their noticings.

Options for your child

Activity too hard?

Give your child some thinking time to look closely and carefully at the number visuals.

Encourage your child to watch the video again. They may like another opportunity to think about the mathematical ideas explored in the video.

Celebrate all the creative thinking your child notices, even if they are not sure if it is accurate. Then encourage them to explore their thinking further.

Activity too easy?

Ask your child to create the next row for Dan’s number visual.

Encourage your child to look at the top row of each number visual and draw a representation for 35?

Follow-up questions to ask your child

  • What’s the same in these visual representations of the numbers 1- 20?

    • What's different?

  • What are some things you find cool and/or are curious about?

  • Were you surprised by Dan’s visual number representation?

    • What did this help you notice?

Extension/Additional activity

Ask your child to create their own number visuals.

You can find out more about youcubed number visuals at youcubed from Stanford University and prime club colour chart from mathforlove.


Activity sheet 1maths visuals of numbers from youcubed and mathforlove.

What’s the same in these visual representations of the numbers 1- 20?


What’s different in these visual representations of the numbers 1-20?

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