# Package 4-4: youcubed number visuals

This task offers your child the opportunity to practise using addition and subtraction and supports their understanding of this inverse relationship.

Week 5 - Package 4 - Year 5 and 6 Mathematics - youcubed number visuals

# Things you need

## Ideal

• Activity sheet 1

• Pencils or markers

## Back up

Additional copies of Activity sheet 1.

# Why is this activity important?

• see numbers

• investigate this interesting representation of numbers

• understand how numbers are made up

• engage with numbers flexibly

• think about factors and multiples.

# Before you start

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

# What to do next

View youcubed number visuals video.

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

Ask your child to think about what they notice. Ask them to look for different ways they see each number visual made up of other numbers and interesting patterns.

Ask your child to use colours to help them record their noticings.

## Activity too hard?

Give your child time to look closely and carefully at the pattern and to also think creatively.

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.

Ask your child to write the number that each visual represents on Activity sheet 1.

## Activity too easy?

Encourage your child to share how they might change the number visuals. Then ask them to share their reasoning around the design they create.

Ask your child to explore all the multiples of 3, 4, 5, etc.

• What did you see in the number visuals?

• Do you notice anything interesting about the way the numbers are shown?

• Can you also see the number 4 inside of 20?

• How many different ways can you see numbers inside of 20?

• What patterns do you see?

• I see you have used (colour), here (point to number visuals). Why did you choose to use (colour) here?

• What does each set of multiples have in common?

• Are there any differences?