NUMBERS to 100 - Number/Name/MAB/Popsticks - DONKEY Card Game

This is the resource to transition from Year 1 to Year 2 maths with a sound understanding of place value and number names.

These sets are graduated in difficulty, so you can easily differentiate by matching them to ability levels.

1. DONKEY Card Game to 21 (numbers, names, pop sticks and MAB) - These four sets are ideal for the transition from hands-on materials to more abstract concepts. You can use them for number patterns and sequencing in an intervention group while you develop the maths language that underlies the concepts. The DONKEY game can be used to match any of the two sets for consolidation.

2. DONKEY Card Game to 100 (numbers, names and MAB to 21 and multiples of 10 to 100) - There are three sets in this one and 29 cards in each set. I use them for consolidation and the tens numbers help in developing discrimination between tens and teens.

3. DONKEY Card Game to 100 - All the numbers in Numbers, Number Names and MAB - I made these sets up for one of my faithful followers. I can see that they will be very useful for me in my intervention as well. There are 101 cards in each set, so the idea is that you match the student to the skill deficit and just use the cards that you need. That's perfect TARGETED INTERVENTION and I am very grateful for the suggestion. The DONKEY game is included in this one as well and there are three DONKEY cards, so you can have three games on the go at any one time.

I would teach the game in an intervention session, then put it into a Maths Centre for the whole class. That way your intervention kids can teach the others and be practising the skills between intervention sessions. It's a great way to consolidate and be inclusive. Some ideas for intervention follow.

SEQUENCING and MATHS LANGUAGE: Place in the number cards in order from 1. Start with the set of numbers you wish to teach and display in a random order. Have the students rearrange the numbers. Use the words after/before/between as you place cards. Reinforce by counting forwards, then extend by counting backwards. The prerequisite skill for this step is being able to say the sequence from memory.

I add steps when students have this sequence with a game called 'Thief in the Night'. I am the thief and I get them to close their eyes. I take a card and they they have to name the card missing and write the digit in its space. I present the hidden card to compare. You can go one step more with this by swapping the places of two numbers and asking what numbers are in the wrong place.

PLACE VALUE - TENS/ONES: Start with pop sticks and bundle into tens with a rubber band. Practice counting in tens. Count forward in tens by adding a bundle. Count backwards by taking a bundle. Add individual pop sticks to teach tens and ones. Write the numbers under the pop sticks. You can do the same thing with MAB with the transition from hands-on materials to the card representations.

I have a maths screener for Year 2 in my Intervention Maths Program - Year 2. It will identify your ability groups and the skill deficits you need to target.