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How to use
the software
Virtual
Counting Stick
Select whole class count on the
menu screen and the teacher can now input values at either end of
the stick e.g. the teacher enters 4 and 5. Using the arrow buttons
on the screen the teacher can now move the pointer to a division
on the stick and pose the question ‘ What would this number be ?’
Alternatively the teacher could start at four and the class count
along as the pointer is moved. The complexity of the questions is
only determined by the values entered by the teacher. At any time
the teacher can hold down the reveal button to see each division
labelled.
On the
main menu screen there are two other options, Easy Individual Challenge
and Hard Individual Challenge. Selecting these options will result
in twenty questions being posed. The computer will generate values
at either end of the stick and move the pointer to the division
it would like an answer to. The
pupil must answer the question by clicking in the top white box
and typing in their answer. If an incorrect answer is given each
division will be labelled in order for the pupil to realise their
mistake. At any time during the individual challenges the teacher
may press the ‘q’ key to return to the menu screen.
Worksheet
creator
The worksheet creator enables you to produce an almost infinite(!)
number of worksheets. Click on "new worksheet" and the
numbers will change. Print the worksheet when you are happy with
the numbers generated. An answer sheet and a pupil question sheet
(without answers!) will be printed. PC users can click the right
button on their mouse to go forward or back through the pages of
the worksheet.
Links to
the National Numeracy Strategy
Virtual
Counting Stick and the worksheets address the following
objective(s) from the National Numeracy Strategy
Counting
Year
1
- Count
on in twos from zero, then one, and begin to recognise odd and
even numbers to about 20 as ‘every other number’
- Count
in steps of 5
Year
2
- Count
on or back in ones or tens, starting from any two digit number
- Count in
hundreds from and back to zero
- Count
on in twos from and back to zero from any small number
- Count
on in steps of 3, 4 or 5 to at least 50, from and back to zero,
then from and back to any given small number
Year
3
- Count
on or back in tens or hundreds, starting from any two- or three-digit
number
- Count
on or back in twos starting from an two-digit number
- Count on
in steps of 3, 4 or 5 to at least 50, from any small number to
at least 50, then back again.
Year 4
- Recognise
and extend number sequences formed by counting from any number
in steps of constant size, extend beyond zero when counting back:
for example, count on in steps of 25 to 500, and then back to,
say, -100.
Year
5
- Recognise
and extend number sequences formed by counting from any number
in steps of constant size, extending beyond zero when counting
back. For example : count on in steps of 25 to 1000, and then
back; count on or back in steps of 0.1, 0.2, 0.3…….
Year 6
- Count
on in steps of 0.1, 0.2, 0.25, 0.5…..and then back.
Fractions
and decimals
Years 4, 5 and 6
- Use decimal
notation, know what each digit in a decimal fraction represents
and order a set of decimal fractions.
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