Foundations of Mathematical Thinking · Senior Infants

Active learning ideas

Numbers Around Us

Active learning works because young children make sense of numbers by seeing them in meaningful places. When they hunt for numerals on clocks or books, they connect abstract symbols to real-world uses. Movement and discussion during these activities help solidify recognition more than worksheets alone.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Number - N.8

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Walk and Talk
• 30 min · Small Groups

Scavenger Hunt: Classroom Number Quest

Give small groups clipboards with checklists for numbers 0-10. Children search the room for examples, sketch or note locations, and discuss each find's purpose. Share as a class by placing items on a display board.

Can you find a number in the classroom and tell me what it is?

Facilitation Tip

For Scavenger Hunt: Classroom Number Quest, assign small groups so quiet children can contribute by pointing or describing numbers they see.

What to look for

Present children with a collection of objects (e.g., 7 blocks). Ask: 'How many blocks are there?' Then, show them three numeral cards (e.g., 5, 7, 9) and ask: 'Which card shows how many blocks there are?'

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 02

• Walk and Talk
• 20 min · Pairs

Pairs Game: Numeral Snap

Prepare cards with numerals and matching dot quantities. Pairs take turns flipping two cards, snapping matches and naming the number aloud. Play multiple rounds, tracking scores on a class chart.

What number comes after 9?

Facilitation Tip

For Pairs Game: Numeral Snap, use cards with both numerals and matching quantities to strengthen the link between symbols and amounts.

What to look for

Give each child a card with a numeral (e.g., '12'). Ask them to draw that many objects on the back of the card and then write the next number in sequence on the bottom of the card.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 03

• Walk and Talk
• 25 min · Whole Class

Whole Class: Number Walk Relay

Form a line and call a number or clue like 'your age'. First child steps to a floor number line mat, next builds the sequence. Switch leaders to practice 'what comes next'.

Point to the number that shows how old you are.

Facilitation Tip

For Number Walk Relay, start with numbers 1-10 before adding 11-20 to build confidence in steps.

What to look for

During a classroom walk-around, ask: 'Can you find a number on the clock? What number is it?' or 'Point to the number on your book that tells us which page we are on.' Listen for their ability to identify and name the numeral.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 04

• Walk and Talk
• 35 min · Individual

Individual: My Numbers Collage

Children collect magazine cutouts or draw numbers from home/school. Glue onto paper, label each, and add a sentence like 'This 5 is on my door'. Display for peer feedback.

Can you find a number in the classroom and tell me what it is?

Facilitation Tip

For My Numbers Collage, provide pre-cut numerals so children focus on arranging and gluing rather than writing.

What to look for

Present children with a collection of objects (e.g., 7 blocks). Ask: 'How many blocks are there?' Then, show them three numeral cards (e.g., 5, 7, 9) and ask: 'Which card shows how many blocks there are?'

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

A few notes on teaching this unit

Teachers should model curiosity by asking children to explain where numbers appear in everyday settings. Avoid rushing to correct; instead, let peers share ideas during hunts or games. Research shows that embodied experiences, like stepping along a number line, help children internalize sequences. Keep materials tactile and varied to support different learning styles.

By the end of these activities, children will confidently name, match, and sequence numerals up to 20 in classroom and personal contexts. They will show this through pointing, speaking, drawing, and matching during play. Group sharing reinforces that numbers have purpose beyond counting objects.

---

Watch Out for These Misconceptions

• During Scavenger Hunt: Classroom Number Quest, watch for children who only point to numbers on toys or people.

  After the hunt, gather the class and ask volunteers to share where numbers appeared on labels, clocks, or books. Hold up examples found during the hunt to highlight diverse uses.

• During Pairs Game: Numeral Snap, watch for children who confuse 6 and 9 because of their similar shapes.

  Use tactile numeral cards with different textures or raised edges for 6 and 9. Have children trace the shapes with their fingers while naming them aloud during the game.

• During Number Walk Relay, watch for children who believe numbers stop at 10.

  After the relay, pause on 10 and ask, 'What comes after 10?' Have children step onto the next number together, chorally counting to reinforce the sequence beyond 10.

---

Methods used in this brief

• Walk and Talk