Numbers and the Number System - KET

Teachers’ 

Guide 

The Number Crew 

Numbers and the Number System

Teacher’s Guide 

The Number Crew: 

Numbers and the Number System 

Distributed by 

KET 

and Public Media Incorporated 

http://pmi.itmonline.com 

For Further information contact: 

KET 

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859.258.7000 

The Kentucky 

Network 

In Canada contact: 

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Mississauga, ON L4Z1P3 

905.890.1500 or 

800.865.7616 

© Channel Four Publication

Introduction 

Welcome to The Number Crew, a series designed to 

meet the numeracy needs of 5 to 7 year olds. The 

programs are grouped in termly units, and are devised to 

support and inspire the teaching and learning of 

numeracy through 3-D animated stories, 2-D animated 

songs, presenter-led studio sequences and real-life images. 

Each program in this animated puppet soap opera has a 

specific mathematical focus. The thirty programs for 

each year-group are divided into three units, each of ten 

10-minute programs, ‘Numbers and the Number System’, 

‘Calculations’, and ‘Making Sense of Number Problems’. 

The programs (and associated support materials) can be 

used as a lively, integral part of the ‘numeracy lesson’. By 

providing animated stories, songs, graphics and real-life 

images, they are excellent foci for whole-class teaching. 

At the beginning of each program, the action takes place 

on board a ‘luxury’ cruise ship, the SS Mathematical, 

where the human Number Crew look after the needs of 

20 charming but demanding animal passengers. In each 

episode, as the ship’s journey unfolds, the Number Crew 

encounter a mathematical problem that needs to be 

solved. Viewers are encouraged to join with the Number 

Crew in identifying the mathematical concept at the heart 

of the problem, and developing the mental strategies and 

skills required to solve it. 

This Teachers’ Guide for the unit Numbers and the 

Number System for 5 to 6 year olds, together with the 

other resource materials for the series, has been specially 

written to enhance the programs and make them easy to 

use with all forms of classroom organization. It provides 

outlines of the programs and suggestions for activities 

before, during and after viewing. More information about 

The Number Crew and in particular about the unit 

Numbers and Number System is given on the following 

pages. Also included are the words and music to the 

songs, which have been specially written for the 

programs. 

About The Number Crew 


Who’s in the series 

Program 1 

All Aboard 

Program 2 

Numbers on the Doors 

Program 3 

The Welcome Meeting 

Program 4 

Storm and Seasickness 1 

Program 5 


Program 6 

Time for Treats 

Program 7 

The Dancing Bear 

Program 8 

Drinks For All 

Program 9 

Hunting for Bunting 

Program 10 

The Party 

Song Sheets 

contents 

The Number Crew Badges 

2 

3 

4 

6 

8 

10 

12 

14 

16 

18 

20 

22 

24 

26 

31 

1

About The Number Crew 

2 

Underlying ideas and aims 

The programs and resources have been designed to: 

● give a focused and stimulating selection of ideas and 

starting points for numeracy work in the classroom 

or at home; 

● support direct teaching and interactive oral work 

with the whole class; 

● emphasize mental calculation; 

● develop children’s understanding and use of 

mathematical vocabulary; 

● encourage discussion of ways to tackle problems; 

● suggest cross-curricular links, especially with 

English, music and PE; 

● engage, stimulate and challenge children and 

encourage them to become more independent and 

confident in their numeracy work; 

● provide teachers with a flexible set of resources 

which can be used alongside any math scheme. 

Structure 

The series is divided into three sets of ten 10-minute program 

units for each of the two year groups in the 5 to 7 age range. 


• counting 

• properties of numbers and number sequences 

• place value and ordering (including reading and 

• writing numbers) 

• estimating and rounding 

• introduction to fractions and decimals 

Calculations 

• understanding number operations 

• instant mental recall of number facts 

• mental calculation strategies for deriving new facts 

from facts known already 

• pencil-and-paper methods 

• checking that results of calculations are reasonable 

Making Sense of Problems 

• making decisions: deciding which operation and 

method of calculation to use (mental, partly mental 

and partly pencil-and-paper, pencil-and-paper, 

calculator, and so on) 

• reasoning about numbers and making general 

statements 

• solving problems involving numbers in familiar 

contexts such as: everyday life; money; 

measurement, including choosing units and scales 

• collecting, presenting and interpreting numerical data 

Program format 

● Each program concentrates on a single mathematical idea 

in a pupil-friendly way. See the next page for the foci of 

the programs in this unit. 

● Each program ends with a question or activity for the 

teacher to explore after viewing. 

● Each program features a combination of various elements: 

• An episode from a 3-D animated soap opera 

which is set on board the ‘luxury’ cruise ship SS 

Mathematical, where the human Number Crew (Fiz, Flo, 

Bradley, Baby Bunting and their parents Ted and 

Mirabelle) look after the needs of 20 charming but 

demanding animal passengers. In each episode, the 

Number Crew encounter a problem which can only be 

solved by the application of mathematical knowledge and 

skills. Viewers are encouraged to help the Number Crew 

identify the concept at the heart of the problem, develop 

strategies and skills to solve it, and then sail on into 

untroubled waters. 

• One or two songs about the mathematics on which the 

program is focused. Songs can be an infectious form of 

‘rote learning’, so through them children can learn the 

mathematical facts by heart; others explore the rule or 

principle behind the program. If nothing else, the songs 

are fun to hear and fun to sing. 

• 2-D animation used to illustrate the songs or ‘sums’, 

showing the maths within each program in an 

entertaining way. Being visible on screen the maths 

become clear, explicit and memorable. 

• Real-life examples in which number knowledge and 

skills are acquired and applied. These demonstrate the 

connection between maths and life, and include home, 

school, parks, shops and other out-of-school locations. 

These sequences are stylish, set to music, and relevant to 

children 

• ‘Living numbers’: children who ‘become’ numbers, 

number sequences and sums and ‘act out’ the math. The 

‘living numbers’ help make the math clearer and fun, and 

illustrate links between math and PE games. They also 

show that children can experience math with their whole 

body as well as their minds. 

• Studio sequences in a spectacular seaside set. These link 

all the other elements together. The presenter, Matthew 

Lyons, leads the viewers through the math. He uses song, 

demonstration and explanation to make the math clear 

and direct. Different parts of the set illustrate different 

types of mathematical learning. For example, the number 

lines children have in the classroom are reflected in our 

Number Line - but on a grand scale, like a ‘world of 

numbers’ theme park. As Matthew drives up and down 

the Line in his Number Car, he explores the number 

system in exactly the way a teacher might - but using all 

the resources of television at his disposal. Similarly, the 

Quiz Set is where Matthew, playing ‘What’s That 

Number?’, encourages the development of the quick and 

interactive mental skills that modern math teaching 

expects of children.

Using the programs 

We recommend that you record the programs to make the 

best use of them. You can then preview them and decide 

how best they could support your teaching. Pre-recording 

the programs not only gives greater flexibility in deciding 

when to watch, but allows for a wider range of teaching 

styles. The video can be paused at key points and your 

pupils can discuss what’s happening on screen, predict 

what’s going to happen and answer any questions posed. 

You can also review particular aspects of programs as often 

as you like. Most importantly, the programs can become 

part of your library of resources to support numeracy 

work. 

The ideal way to use the series is to record the programs 

and then: 

● preview each program and decide on the best time to 

view with the class; 

● before viewing a program, revise and talk about the 

ideas within it; 

● view the program, pausing where appropriate and 

encouraging discussion; 

● have some discussion, and then re-show the program 

without pausing; 

● follow up with related activities. 

The ‘Numeracy Lesson’ 

A typical lesson (about 50 minutes) will be structured like 

this: 

● Oral work and mental calculation work with the 

whole class. 

● The main teaching activity with the whole class, 

groups, pairs or targeted individuals. 

● A plenary session with the whole class to round off the 

lesson. 

The programs and support materials fit easily into this 

lesson structure. These resources will help teachers meet 

the demands of the Framework. 

● Before viewing, the teacher could take some of the 

ideas and suggestions in this Teachers’ Guide and use 

them for preliminary arithmetic exercises (about 10 

minutes’ work). 

The Number Crew is ideal for teaching numeracy. You’ll 

also find uses for it in PE, music and English. You can 

even use it in drama: get your children to be Bradley, Flo, 

Fiz, tiger, monkey, and so on. It brings humour and 

colour into teaching and learning mathematics. And each 

story actively engages viewers, appealing to their hearts 

and minds. 

Numbers and the 

Number System 

There are ten programs in Numbers and the Number 

System for 5 to 6 year olds: 

1 All Aboard – Reciting in order the numbers from 

0 to 20 and back again. 

2 Numbers on the Doors – Reading and writing the 

numbers up to 20. 

3 The Welcome Meeting – Counting at least 20 

objects (last number gives the count), and 

understanding that if the objects are rearranged the 

number stays the same. 

4 Storm and Seasickness 1 – Counting on and back 

in ones from any number under ten. 

5 Storm and Seasickness 2 – Counting on and back 

in tens to and from 100. 

6 Time for Treats – Knowing what a two-digit 

number represents. 

7 The Dancing Bear – Saying the number that is 1 

or 10 more than a given number. 

8 Drinks for All – Counting on and back in twos 

and beginning to recognize odd and even 

numbers. 

9 Hunting for Bunting – Counting on and back in 

fives. 

10 The Party – Comparing and ordering, including 

ordinal numbers. 

● Next the class could view one whole program. 

Afterwards, with the help of the activities in the 

Teachers’ Guide and Activity Book, explore and 

discuss the concept that the program illustrates (about 

30 minutes’ work). 

● The lesson can be brought to an end with a wholeclass 

discussion so the pupils can give their opinions 

on the program and activities, review the mathematics 

they have seen, heard and done, and take stock for the 

next math session (about 10 minutes’ work). 

3

Numbers and the Number 

System and the Standards 

program name 

NCTM standard 

Program 1 

All Aboard 

Program 2 


Program 3 


Program 4 


Program 5 


Program 6 


Program 7 


Program 8 

Drinks for All 

Program 9 


Program 10 

The Party 

Number Sense/Computation 








Patterns and Relationships 



4

Glossary 

The Number Crew introduces students not only to an exciting world of new math ideas, 

but also a variety of words and phrases that may be unfamiliar. This is an excellent opportunity to 

explore the diversity of the English language with your class. Please refer to this glossary to aid in 

translations between British and American vocabulary. 

Clear Up: to clean up 

Conkers: horse chestnuts often used in games 

Hooter: a horn or whistle 

Loo: a washroom 

Lots: groups or sets 

Match: a game 

Nought: Zero 

Number Bonds: Combinations of two numbers, number bonds to 10 include 0 and 10, 1 and 9, 

2 and 8, etc. 

Number Square: a hundreds chart 

Pence: comparable to a penny 

Queue: a line 

Roller Booting: roller blading 

Revise: to review 

Shopping Trolley: a shopping cart 

Sweets: candies 

Skittles: bowling pins 

Tea Time: a late afternoon refreshment 

Tick Off: to mark off 

5

Who’s in the series 

Mirabelle made her money and her mistakes 

back in her twenties as a rock star. Wanting to 

make up for lost time, she needed a new direction 

in life. Should she become an infant teacher, or 

transport an assorted collection of animals round 

the world? The latter seemed the easier option, 

and Mirabelle chartered an elegant but faded liner. 

Her eyes are now firmly on the horizon, which 

leaves her children with rather more to do than 

the average 6 year old - which is probably no bad 

thing. 

Ted for many years watched his idol Mirabelle 

from the wings as one of her roadies. When she 

left showbiz behind, he couldn’t believe his luck 

when she asked him to join her on her voyage into 

a new life. They adopted Fiz, Bradley and Flo, and 

their mutual joy was sealed (though possibly 

short-lived) when Baby Bunting was born. Ted is 

now delighted to be First Mate in the round-theworld 

voyage of the SS Mathematical, and to lend 

his steady determination to Mirabelle’s inspiration. 

Fiz is full of energy, never daunted, least of all by 

being in a wheelchair. ‘Let’s do it!’ is her motto, 

and action usually comes before thought. She is 

seldom still, occasionally at loggerheads with 

Bradley, but always ready to give things a 

go with a full heart and turbopowered 

wheelchair spin. 

Bradley is one of life’s careful characters. He 

likes to keep things under control, and sometimes 

clutches his clipboard to himself as another child 

might cuddle a teddy. He rather expects disaster, 

and very often rightly. ‘It’s all going wrong’ is his 

usual plaintive cry. 

6

Flo is younger than Fiz and Bradley, and a lot 

calmer than either of them. ‘Let’s think about it’, 

is what she often advises. She is sensitive as well as 

being sensible. She is the only one who can 

reliably understand what the animals are talking 

about. 

Baby Bunting turns up when least expected. 

He has a way of causing and even enjoying a 

crisis, and is fortunately indestructible. 

Renowned and named for his flags-ofall-nations 

underwear, he is both a trial 

and a delight to the rest of his family. 

The twenty animal passengers are an 

interesting mix. The elephant, the rhino, the 

moose, the lion, the tiger, the zebra, the crocodile, 

the buffalo, the giraffe, the penguin, the ostrich, 

the turtle, the polar bear, the snake, the kangaroo, 

the hippo, the monkey, the gorilla, the camel and 

the panda are a cheerful but demanding group of 

passengers, whose animal urges - for food, fun and 

entertainment - pose endless mathematical 

problems for the Number Crew. 

Matthew Lyons is our guide the shipboard 

goings-on. Back on shore he spends his time 

cheerfully on the beach, ready to dispense 

mathematical toys and knowledge to anyone who’s 

interested. With his cuddly numbers, his 

spectacular Number Line, his Number Car, and 

his quizmaster’s hat, he’ll sing, dance, explain, live, 

breathe and teach math. 

7

PROGRAM 

1 

All Aboard 

Learning outcomes 

Children should gain experience of: 

● reciting numbers from 0 to 20 and back again; 

● some counting strategies; 

● some mental strategies for checking; 

● different approaches to overcoming difficulties. 

Vocabulary 

number names up to 20 

exactly 

problem 

Before viewing 

solve 

checking 

The program will be of most value to children 

who are confident with the numbers up to 10 and 

also know a few between 10 and 20. 

u 

Program outline 

The animals are coming on board, and Fiz 

and Bradley are to check and count off the 

names. Unfortunately, Baby Bunting eats the 

passenger list. So Bradley and Fiz have the 

problem of finding out how many animal 

passengers are on board. They realise they 

need the numbers 1 to 20 to count them. 

The presenter suggests a song which might 

help to remember these numbers, and shows 

them a number line. When everyone’s on 

board, Bradley realises that they’ve not 

included the family in the total and so they 

might not get fed. 

Revise reciting the numbers from 0 to 10 with 

the children. Also get them to count back from 

10. They could sing one of the familiar songs 

or rhymes which use the numbers one to 10. 

For example: 

Ten brown teddies sitting on a wall 

Ten brown teddies sitting on a wall 

And if one brown teddy should accidentally fall 

There’ll be nine brown teddies sitting on the wall. 

(Use toy bricks or pictures as teddies to count 

backwards as the children recite the rhyme.) 

u 

Find out how much the children know about 

the numbers from 10 to 20. Ask questions like 

‘Who knows the numbers to 20? Who can to 

count backwards from 20?’ 

While viewing 

u 

u 

Stop the tape when the Number Crew hit a 

problem. How would your children solve the 

problem? 

Encourage your class to join in the 

songs (see page 26). Watch out 

for the snake as it boards the 

ship - it is the 11th animal on 

board. 

Follow-up activities 

Recap and number line 

Afterwards, let the class discuss what 

they saw and heard. Go over the 

initial Number Crew problem and 

check that the children have understood its 

solution. Then, using a number line which the 

whole class can see, ask them to chant in unison 

the new numbers they have learnt. Once they gain 

confidence you can extend this to numbers beyond 

20 and ask individual children to try. 

Sing the ‘One, two, three, anything’ song again as 

you point to the numbers on the number line. 

Repeat as many times as you like and choose 

various children to do the pointing. 

Continue using the number line, asking questions 

like ‘What number comes after 12? After 19? 

What number comes before 17? Before 13? What 

number comes between 11 and 13? Between 15 

and 17?’ 

8

End-of-program problem 

Go over the problem given at the end of the 

program. Bradley realizes that they need more 

than 20 meals for the animal passengers and the 

family. So, how many meals altogether? 

We need more 

than 20 meals. 

How many do we 

need altogether? 

Ask if any of the children can solve Bradley’s 

problem. Let them explain their solution to the 

other children. If no-one volunteers then talk 

about the problem. There are 20 animals. How 

many are in the family? (Ted and Mirabelle plus 

the four children, Bradley, Flo, Fiz and Baby 

Bunting, makes 6.) How many meals are needed 

altogether? (20 and 6 more.) You could then ask a 

child to demonstrate this using the number line. 

Allow the child to use any method. Get other 

children to demonstrate their methods. How can 

they check their answers? 

Extension: How many meals would be needed if 

there were 20 animal passengers and 7 in the 

family? 8 in the family? 9 in the family? And 10 in 

the family? If the children say ‘twenty ten’ for the 

answer to the last question, then this provides an 

opportunity to discuss the names given to 

multiples of ten. 

Traditional rhymes 

There are a few traditional songs or rhymes that 

use the numbers from 1 to 20. Sing these to give 

more practice in reciting the numbers from 1 to 

20 forwards and backwards. For example: 

1, 2, buckle my shoe. 

3, 4, knock on the door. 

5, 6, pick up sticks. 

7, 8, lay them straight. 

9, 10, a good fat hen. 

11, 12, dig and delve. 

13, 14, maids a-courting. 

15, 16, maids in the kitchen. 

17, 18, maids a-waiting. 

19, 20, my plate’s empty. 

Collections 

Make up collections of pencils, 

counters, books, buttons and so on. 

Get the children to count the items 

in each collection. How can they 

check their answers? 

Calculator work 

Use calculators to explore the numbers 0 

to 20. Starting at zero, say a number and 

ask the children to key it in. Let them 

check each other’s answers. You may 

have to show them how to key in numbers beyond 9. 

Count backwards 

Initially you could use a toy 

rocket (you can make one from 

a cardboard tube) and let the 

children count backwards from 

20 to blast off. 20, 19, 18, 17... 

3, 2, 1, 0 BLAST OFF! They 

love doing this. 

9

PROGRAM 

2 


10 


The children have to allocate cabins to the 

animal passengers. Bradley tries to do this by 

description only. But lots of cabins fit the same 

description and the animals are confused. The 

children realize that numbers on the doors will 

help; but they need to learn to read and write 

them. The presenter reminds them how 

numbers are used in the real world and sings a 

song accompanied by animation which 

illustrates number writing. Ted and Flo make 

metal numbers for the doors and the animals 

are given paper numbers to help them find 

their cabins. Unfortunately, two animals think 

they should be in cabin number nine. 



● reading and writing numbers up to 20; 

● counting and ordering the numbers up to 20; 

● different representations of numbers in the real 

world; 

● different approaches to overcoming difficulties 

Vocabulary 

number names and symbols up to 20 

problem 


symbol 

matching 


who are confident with the numbers up to 10, 

and also know some between 10 and 20. 

u 

u 

u 

Revise reciting the numbers from 0 to 20 with 

the children. Check that they say the numbers 

correctly and don’t confuse 14 and 40. Get 

them to count back from 20. Alternatively the 

children could sing a familiar song or rhyme 

which uses the numbers 1 to 20. 

Ask the children about numbers in the real 

world. Use cards showing numbers in different 

styles or illustrations of numbers in everyday 

use, like the ‘4’ in Channel 4. See how many 

the children recognize. 

Can any pupil write the numbers 11 to 20? 

How is that like writing 1 to 10? 

While viewing 

u 

u 

Stop the tape when the Number Crew realize 

they hit a problem. How would your children 

solve the problem? 

Encourage the class to join in the songs (see 

pages 26 and 28). 

Follow-up suggestions 

Recap and number line 

Afterwards, let the class discuss what they saw and 

heard. Go over the initial Number Crew problem 

and check that the children have understood its 

solution. Peg up a set of large number cards up to 

20, to make a ‘washing’ number line which the 

whole class can see. Ask the children to say what 

some of the numbers are. Then get the class to say 

the sequence in unison. Once they have gained 

confidence, extend the number line beyond 20. 

Point to the numbers at random and ask 

individual children to say them. Alternatively, say 

numbers at random and get the children to point 

to them. 

Extension: Give each child a card. Then ask 

them what number they are holding and get them 

to peg the number on the line in the right 

position. Afterwards the class could count the 

numbers out loud to check they are in order. 

Continue using the number line and ask questions 

like: What number comes after 12? After 19? 

What number comes before 17? Before 13? What 

number comes between 11 and 13? Between 15 

and 17?’ 


Go over the problem given at the end of the 

program: why do two of the passengers think that 

they are in cabin number nine? 

Ask if any of the children can solve the problem 

and explain their solution to the other children. If 

no-one volunteers then talk about the problem. 

Use large cut-out number shapes to explore 

numbers and their characteristics. First place the 

numbers out of sight behind objects like tables, 

chairs or upright pieces of cardboard. Then 

gradually reveal them: some are easily recognized 

by their tops, others not. Some make the same 

number when turned upside down, others make a 

different number - like 6 and 9. This activity 

helps prediction and logical thinking.

Everyday numbers 

Make a collection of objects with numbers on 

them, such as clocks, playing cards, calculators and 

calendars. Talk about the numbers on them. Point 

to various numbers and get the children to say 

them. 


Children could work in pairs, one child 

keying numbers into a calculator and the 

other saying them. After a while let them 

swap. 

Written number words 

9 

10 

8 

11 

7 

Introduce the written number words. Some will be 

familiar already. Make a wall display linking the 

written number words to the appropriate symbols. 

12 

6 

1 

5 

2 

4 

3 

Writing numerals 10 to 20 

Talk about the shapes of the numbers up to 10. 

Again, some should be familiar. Make sure the 

children can write these numbers. Then talk about 

the numbers 10 to 20. Say numbers at random 

between 10 and 20 and get the children to write 

the figures. Afterwards the children could make 

their own set of number cards up to 20 and use 

them during other math lessons, especially in 

mental math sessions. 

Get the children to write on squared paper as 

many numbers as they can. This is a way of 

highlighting certain problems children may have 

and gives an opportunity for the more able to 

show their ability. 

Note: Some children confuse 41 and 14, because 

when we say the numbers we say the ‘four’ sound 

first. Discussing the number value, for example 

that 14 is 1 ten and 4 units, helps children, as does 

using place-value cards. 

11

PROGRAM 

3 



The Number Crew hold a welcome meeting 

about the ship and the cruise. The passengers 

gather on deck but Bradley is worried that 

they might not all be there. Flo and Fiz 

remind him about using numbers to count 

them, but he doesn’t know which number tells 

him how many passengers he’s got. The 

presenter helps by reminding the children that 

the last number in the count tells them how 

many passengers there are. Bradley is happy 

until the passengers start to move around as 

more arrive. He doesn’t realize that moving 

things around doesn’t change the total. Help 

arrives with a song and a final reminder that 

fingers can be ‘handy’ for counting. 



● counting and ordering numbers up to 20; 

● conservation of number; 

● strategies for overcoming difficulties; 

● problem solving; 

While viewing 

u 

u 

Stop the tape when the Number Crew have hit 

a problem. Ask the children if they could help. 




Recap 

Discuss the program with the children, 

encouraging them to describe the problems the 

Number Crew were having with their counting. 

Try to discover if there are any children who have 

similar uncertainties by exploring the solutions 

offered to Bradley and Flo. 

Sing the songs ‘When You’re Counting’ and 

‘When You’ve Counted’ again. 

Digits 

Discuss the word ‘digit’. Children use fingers to 

help with their counting and are quite happy to 

accept that the word ‘digit’ includes thumbs and 

toes as well as fingers. 

Vocabulary 

numbers up to 20 

altogether 

total 

digit 

12 


The program will be most effective with children 

who are confident with numbers up to 10, and 

know most of the numbers up to 20. 

u 

u 

u 

Revise the numbers up to 20. The children 

could sing some of the number rhymes that 

include numbers up to 20. 

Ask questions like: What number comes after 

10? After 15? After 19? What number comes 

before 7? Before 12? Before 14? What numbers 

come between 14 and 18? 

Find out how confident the children are in 

‘conservation of number’ by counting buttons, 

shells, cubes, and themselves. Firstly let them 

count the objects close together or in a line, 

then spread them. Ask whether the total 

number of objects is the same. 


Talk through the problem about digits given at the 

end of the program and ask how many digits 

(including toes) each child has. Let them use their 

‘digits’ to count aloud in ones, then fives, then 

tens. Then get the children to work in pairs and 

then fours to find out how many digits they have 

together. Investigate how many ‘digits’ there are in 

the whole class. Discuss strategies for solving the 

problem.

Collections 

Find some interesting things to count, such as 

pennies, conkers and pebbles. Make different 

arrays. Stack coins, or make a close line of pebbles 

and then spread them. Arranging the objects in 

fives or tens helps children to count in fives or 

tens. Have some 5p and 10p coins as well to count 

- this will help children later with money 

problems. The children could count collections of 

5p and 10p pieces to find out how many pence 

there are. You may have to explain that a small 

coin can be worth more than a big one. 

Rhythmic counting 

This helps children who are having difficulty with 

numbers. A good whole-class activity is to start a 

clapping rhythm using hands and knees and count 

aloud. Emphasise the pattern of fives, by clapping 

rhythmically and on ‘fives’ clapping hands on 

knees, and so on. 

1, 2, 3, 4, 5, 

hands, hands, hands, hands, knees, 

6, 7, 8, 9, 10, 

hands, hands, hands, hands, knees, 

and so on. 

Say the ‘fives’ numbers louder than the rest. Drop 

the numbers in between and only say the ‘knees’ 

numbers. 

Extension: The same technique can be used for 

other number patterns. Other ways of clapping 

and saying numbers can be explored. 

Hall math 

Many mathematical games can be 

played in the hall (or playground) if 

each child is given a number to 

wear. Make number bibs from 

cardboard and string or from fabric. 

Ideally each child should have one, 

but if your class is large a half set will do: one half 

of the class could move around while the other 

half watches; then the two halves could swap. 

8 

To illustrate Bradley’s problem: let the children 

wearing their number bibs run around; then order 

them into lines close together or small groups 

sitting on mats and arrange for one of the children 

to count them. Make sure the child doing the 

counting is included in the count. Next get the 

children to run around for a few minutes and then 

stop. Choose another child to count the children 

again. 

13

PROGRAM 

4 


14 



● counting on in ones from any number under 

10; 

● counting back from any number under 10; 

● strategies for checking; 

● different approaches to solving problems. 

Vocabulary 

count on (to) 

too many 

enough 

less 


count back (from) 

too few 

more 


who are confident with numbers up to 10, know 

most of the numbers up to 20, and have 

experience of counting orally to at least 10. 

u 

u 


Mirabelle senses a storm brewing; and very 

soon the passengers are queasy on the heavy 

seas. She prescribes sea-sickness pills. Fiz and 

Bradley then go to the store to count out the 

pills as the animals fall sick. With a little help 

from the presenter they learn to count on 

instead of counting from 1 each time. Soon 

the animals feel better and don’t need the 

pills, so Fiz and Bradley count back to check 

that all the pills are back in the right boxes. 

Give the children opportunities to count. 

Don’t always start from 1. Get them to sit in a 

circle and take turns to count on in ones 

round the circle starting from 5 or 7 or 9. 

Then let them count back, starting at 6, 10, or 

8. Ask them which is easier, and why. 

Talk about going on long journeys. 

Sometimes pets are given pills to keep them 

from being sick. Some children may 

remember having seasickness pills. Make sure 

the children know they must never take any 

kind of pills unless they are supervised by 

parents or teachers. 

While viewing 

u 

u 

Stop the tape when Bradley and Fiz hit a 

problem and need to improve their counting 

to help the sick animals. Ask the children if 

they can think of a more efficient way of 

counting the pills before returning to the 

program to see what the presenter suggests. 

Encourage the children to join in the songs 

(see pages 26 and 27). 


Recap 

Let the children discuss what they have seen and 

heard. Different children will remember different 

aspects of the program. Go over the problem Fiz 

and Bradley were having and check that the class 

agrees the solution was a sensible strategy. You 

could make good use of a number line to illustrate 

the sense of counting on. 

Practice singing the songs ‘Count On’ and ‘Count 

Back’, and discuss situations when counting on 

and counting back are sensible strategies. 

Oral counting on and back 

As a whole class, practise counting on and back 

from different starting numbers. Ask several 

children to count on and back individually. Revise 

previous sessions by asking the children to count 

on in ones from 5, 7, 9, and so on. Then make 

the activity more demanding by asking the 

children to count on 3 starting from 7, count on 

5 starting from 4, and so on. When children are 

fairly confident with counting on, start counting 

back. Ask them to count back 5 starting from 8, 

count back 4 starting at 9, and so on. 

Extension: Give the children other starting 

numbers. Each time let individuals choose for the 

class how many to count on or back.

Class counting 

Registration is a good time to ask questions like: 

We have 26 in the class; 3 are absent; how many 

are here? Lunch time can be used for informal 

counting on and back. For example: There are 23 

children here today; 3 are going home for lunch; 

how many are staying at school? 

1 

2 

3 

4 

5 

6 


Work in pairs so that one child can check 

the other’s work. One child can think of a 

counting pattern and key it in and the 

other has to spot the pattern. 

For example, to set a calculator to count on in 

ones from 0, key in 0 + 1 = and then press = 

repeatedly. To count on in ones from 4 key key in in 

4 + 1 = and then press = repeatedly. To 

count back from 7 in ones key in 7 - 1 = 

and then press = repeatedly. 

Number lines 

Practice counting on and back from different 

starting numbers with the class (as above), but use 

various number lines - make a washing line; or a 

line of numbered carpet tiles on the floor (in the 

hall or playground) which the children can walk 

along as they count on and back; or draw a 

number line on the board similar to the one in the 

program. 

For individual activities, provide blank number 

lines for the children to number. 

Paired work 

The children can work in pairs to practice 

counting on and back. One child can give the 

starting number, and the number to count on or 

back. The other child gives the answer and then 

checks it on a number line. 

15

PROGRAM 

5 




● counting on in tens to 100; 

● counting back in tens from numbers under 

100. 

Vocabulary 

ten, twenty, thirty... 

count forwards 


enough 

count backwards 


who have had some experience of oral counting in 

tens and have met the names for the multiples of 

ten up to 100. 

u 

u 

Ask the children if they can think of an 

occasion when counting in tens might be 

useful. 

Reiterate the warnings about taking pills 

mentioned on page 12. 

While viewing 

u 

u 


The weather deteriorates and the animals feel 

very ill. Mirabelle says the storm is ten times 

worse than the last one so they will need 

more pills for the animal passengers. Fiz and 

Bradley can’t count fast enough to keep up 

with the demand for pills. With the 

presenter’s help they realize that they can 

count faster if they count in tens. They start 

counting in tens but falter at 30. The 

counting song helps to finish their counting; 

and they hoist themselves up on deck to give 

out the pills and make the animals feel better. 

Stop the tape when the Number Crew hit a 

problem and ask the children if they can offer 

a solution. 


(see page 26 and 28). 


Recap 

Afterwards let the children discuss what they have 

seen and heard. Then as a whole-class activity, 

count in tens from 10 to 100. Extend to counting 

in tens beyond 100 if you think the children are 

ready. Count back in tens starting from different 

numbers such as 70 and 100. 

Extension: Make the activity more demanding 

by starting with numbers like 33 or 45. Discuss 

with the children which digit changes when they 

count on or back in tens. When the class is 

confident about doing this as a group, arrange for 

individuals to do the counting. 


Consider the problem given at the end of the 

program: how many pairs of hands are needed to 

make a hundred digits altogether? Ask the 

children what the answer to this problem might 

be. It could be a challenge to some. Can anyone 

explain the problem to the others? You may need 

to state the problem again. Check that all the 

children understand what is meant by a ‘pair’ of 

hands, and how many digits that would be. Now, 

how would they solve the problem? How could 

they check their answer? Allow some time for the 

children to work out the answer mentally. 

Collections 

Have lots of interesting things to count, like 

conkers, buttons, cubes or pumpkin seeds. 

Encourage the children to group them into tens 

for more efficient counting. Children love 

counting amounts of money. Using lots of 1p, 5p 

and 10p pieces encourages them to group and 

count more efficiently. 

16

0-99 number grid 

0 

10 

20 

30 

40 

50 

60 

1 2 3 4 5 6 7 

11 12 13 14 15 16 17 

21 22 23 24 25 26 27 

31 32 33 34 35 36 37 

41 42 43 44 45 46 47 

51 52 53 54 55 56 57 

61 62 63 64 65 66 67 

70 71 72 73 74 75 76 77 

80 81 82 83 84 85 86 87 

90 91 92 93 94 95 96 97 

8 

18 

28 

38 

48 

58 

68 

78 

88 

98 

9 

19 

29 

39 

49 

59 

69 

79 

89 

99 

Extension: Talk about other number patterns. 

For example, the units digit stays the same as you 

move up and down the columns, but the tens digit 

changes. 


Work in pairs so that one child can check 

the other’s work. One child can think of a 

counting pattern and key it in and the 

other has to spot the pattern. For 

example, to set the calculator to count on 

in in tens tens from 0, 0, key key in in 0 + 

+ 

1 01 = = 0 and 

= 

so 

= 

on. and Toso 

on. count To on count in tens on in from tens 14 from key 14 in 1 key 4 + in 1 10 = 4 = and 

+ 

1 so on. 0 = 

To count 

= and back so on. from To 98 count in tens back key from in 9988 in - 

tens 1 0 = key = and in 9 so on. 8 - 1 0 = = and so on. 

Long number lines can illustrate counting on in 

tens, and large number grids are also useful as a 

focus for a whole-class activity. Number lines and 

grids provide valuable mental images when 

thinking about numbers. The 10 x 10 square grid 

is the most commonly found one in schools, but 

try other arrays of numbers as well. 

Use a large 0 to 99 square which the children can 

see. Explore the number patterns in the square; 

this will help the children when counting larger 

numbers. 

Point to 1 and then across the top two rows and 

ask the class to say the numbers aloud. Can 

anyone explain what they are doing? (Counting in 

ones.) 

Point to 99 and move the pointer along the 

bottom row again asking the class to say the 

numbers. Can anyone describe what they are 

doing now? (Counting back in ones.) 

Point to the tens numbers and, as you go down 

the column, again ask the class to say the numbers 

in unison. The children are probably familiar with 

these numbers by now. 

Point to any other column and ask the class to say 

those numbers. Repeat several times. What do 

they notice about the numbers as they go down 

the column? (Counting on in tens.) 

Point to numbers in the bottom row and work up 

the columns asking the children to say the 

numbers. Can anyone explain what they are doing 

this time? (Counting back in tens.) 

17

PROGRAM 

6 



The Number Crew decide to give out sweets 

to the animal passengers. The number of 

sweets each animal gets depends on its size. 

Flo and Fiz hand out numbered tickets to 

each animal and Bradley gives them the 

corresponding number of sweets. The tiger’s 

ticket gets torn so that the number 6 looks 

like 0 and Bradley can’t give him any sweets. 

The monkey, who was disappointed to get 

only two sweets, comforts him and they 

discover that if they put their cards together 

they can make a two-digit number - 20 - and 

claim lots more sweets. The presenter 

demonstrates the trick, and sticks the 

numbers on his number car to show how tens 

and ones work. The other animals realize the 

possibility of getting more sweets by putting 

their tickets together. Bradley panics, fearing 

that he might run out of sweets. 

u 

Encourage the children to chant the numbers 

to 100. Some might need help when the tens 

digit is about to change, but once through the 

tens boundary they will start to count 

confidently again. Some may be able to count 

backwards from 50, or even from 99. 

Chanting the numbers helps children become 

familiar with two-digit numbers. 

While viewing 

u 

u 

Stop the tape and ask the children to explain 

how the tiger’s ‘6’ ticket became a ‘0’ ticket. 

How can the tiger and the monkey combine 

their tickets so as to get more sweets? 



18 



● two-digit numbers; 

● similarities between digits; 

● the importance of place value; 

● adding mentally. 

Vocabulary 

units (ones) 

digit 

represents 

‘teens’ number 

tens place 


tens 

stands for 

two-digit number 

units place 


who are confident with numbers up to 10, 

moderately so with numbers up to 20, and have 

experience of counting orally to 100. 

u 

Talk about the numbers between 9 and 100 

and ask the children what they notice about 

these numbers. Point out that we can make all 

the numbers we want by using the digits 0 to 9. 


Recap 

Afterwards, allow time for the children to discuss 

what they have seen and heard. How did the tiger 

and the monkey use their tickets to claim 20 

sweets? Are there any other ‘tearing’ possibilities 

using other digits? For example, tear an ‘8’ to 

make a ‘3’ and combine it with a ‘2’ to make 32. 

What is the largest two-digit number? What is the 

smallest? 

Sing the ‘Two Digits!’ song again as you point to 

the numbers on a number line or number grid. 

Choose individuals to come and point to different 

numbers which the class have to say.

‘Tens’ chart 

Children realize intuitively that our numbers do 

not follow a regular pattern when they are spoken: 

we don’t say five-ty; we say fifty, although it is 

equivalent to five tens. Research has shown that 

Japanese children, who have a completely regular 

number system, have an advantage over Englishspeaking 

children - the irregularities in our system 

occur early. There are many irregularities in 

numbers between 10 and 20 - where we have 

‘eleven’, ‘twelve’, and then the ‘teen’ numbers 

where the units part of the number is said first. 

This causes confusion, particularly when children 

start to write numbers. 

A useful activity for helping children see the 

irregularities in our spoken number system is to 

use a ‘tens’ chart: 

1 2 3 4 5 6 7 8 9 

10 20 30 40 50 60 70 80 90 

100 200 300 400 500 600 700 800 900 

You can prepare this on the blackboard or on a flip 

chart. First point to the units row and get the 

children to chant the numbers in unison. Then 

move to the hundreds row, tell the children that 

the word ‘hundred’ is represented by 00, and get 

them to chant the hundreds numbers. These 

numbers have the same sounds as the units 

numbers with the addition of the word ‘hundred’. 

Alternatively, move to the tens numbers in the 

second row; but start by pointing to 90, then 80, 

70, 60 and so on, because these numbers follow 

the pattern - nine-ty means nine tens, eighty 

means eight tens and so on. After 60, the children 

would expect the next word to be five-ty, but of 

course we say ‘fifty’. Forty follows the pattern 

when spoken, but the spelling is different. Thirty 

should be three-ty, 20 should be two-ty and 10 

should be one-ty. Children find these words 

amusing. Ask them to say, in unison, a tens 

number followed by a units number. For example 

point at 90 then 5, and the children say ‘ninety 

five’. Then point to 60 and 6: ‘sixty six’ is 

straightforward too. But when you point to 10 and 

5, the children have to say ‘one-ty five’ or wait to 

see which number you point to in the top row 

before they can say ‘fifteen’. 

Place-value cards 

Oral work on the chart can be enhanced by paired 

or individual work using place-value cards. In 

‘show me’ class sessions the children can use the 

cards to represent two-digit and three-digit 

numbers by overlaying the cards with the units 

cards on top. 

4 0 2 4 2 

and 


give 

Get the children to key in two-digit 

numbers. Let them work in pairs, one to 

say numbers up to 99, the other to key 

them into the calculator. They can check 

each other’s answers. Then they can change roles. 

19

PROGRAM 

7 


20 


The polar bear calls the galley and asks for a 

drink as he can’t sleep. When Bradley takes 

him one he finds that the numbers have 

fallen off the cabin doors. He works out 

which cabin is number 5 by counting on in 

ones from cabin number 1, and delivers the 

drink to the grateful polar bear. The 

crocodile calls to complain about the polar 

bear who is dancing in the cabin above. The 

call board has gone wrong so the Number 

Crew can’t see which cabin the crocodile was 

in. With the presenter’s help they work out 

that it is 10 on from the polar bear’s cabin, so 

Fiz takes a snack to the crocodile to apologize 

for the noise. The crocodile knocks the 

numbers off his door and Baby Bunting 

mixes them up. The presenter introduces the 

number square as a useful way of adding on 1 

or 10, and sings a song. 



● the effect of adding 1 or 10 to a number; 

● using mental strategies for adding 10 to a 

given number; 

● place value. 

Vocabulary 

count in tens 

ten more 

two-digit number 

order 


one more 

one-digit number 

compare 


who can count orally in ones and tens and have 

explored numbers using a number grid. 

u 

Revise two-digit numbers by asking questions 

like: What number is one (ten) more than 7? 

Than 4? Than 10? What number is one (ten) 

more that 36? Than 42? 

While viewing 

u 

u 

Stop the tape when the Number Crew have hit 

a problem. How would your class find out 

which cabin is which? 




Recap 

Spend some time discussing the program with the 

class, reminding them of some of the things they 

have seen and heard. Go over the initial problem 

and check that the children have understood the 

solution. Use a number line to demonstrate what 

happened. 

Sing the song ‘Eleven is One Ten and One’ again. 

Talk about the problem that Baby Bunting could 

cause by reversing the numbers on the door of the 

crocodile’s cabin. Try to get the children to use 

the terms ‘tens’ and ‘units’ (or ‘ones’). Give them 

several two-digit numbers and ask what other 

numbers the two digits could make. Some 

children will recognize very quickly that 35 would 

make 53; others will need more experience with 

two-digit numbers. 

0-99 grid 

Discuss the call board and the array of the cabin 

numbers which the Number Crew found so 

useful. The call board can be extended to a 0-99 

square grid. 

0 1 2 3 4 5 6 7 8 9 

10 11 12 13 14 15 16 17 18 19 

20 21 22 23 24 25 26 27 28 29 

30 31 32 33 34 35 36 37 38 39 

40 41 42 43 44 45 46 47 48 49 

50 51 52 53 54 55 56 57 58 59 

60 61 62 63 64 65 66 67 68 69 

70 71 72 73 74 75 76 77 78 79 

80 81 82 83 84 85 86 87 88 89 

90 91 92 93 94 95 96 97 98 99

Use a large 0-99 square and point to any number 

in the top row. Get the children to say the 

numbers in unison as you go down the column. 

When you think they are confident counting on, 

start counting at the bottom row and ask the 

children to count back. 

Cut smaller 0-99 number squares into jigsaws for 

table-top activities. Children usually find this an 

enjoyable challenge and use their knowledge of 

number patterns to put them together again. 

Large wooden squares with detachable numbers 

can be used instead of the large grid, and a pair of 

children can spend some time putting the numbers 

back. You will be able to assess their understanding 

of the number system as you watch the strategies 

they use to put the numbers back as quickly as 

possible. 

Card work 

Give each child a set of 0-9 cards and ask to ‘show 

you’ two-digit numbers that you say during a 

whole-class session. What numbers would be made 

if the digits were reversed? Place-value cards could 

be used in a similar way. 

As a whole-class activity, have the children sitting 

in a circle and pass round a hat or a bag 

containing a shuffled set of cards numbered 1-99. 

Each child has to pull out a card and you say 

whether they have to add 1 or 10. If they get it 

right they keep the card; otherwise they replace the 

card in the hat. Pass round the hat until all the 

cards have been taken. 


Calculators can be set to count on in ones 

by keying in + + 1 = 1 = and = = so and on, or so to on, or 

to count count on on in in tens tens by by keying keying in + 1 0 + = 1 = 0 

and = = so and on. To so on. count To down, count use down, the use - key. the 

Let - key. the Let children the children work in work pairs in to pairs count toon 

count and back on and in ones back and in tens. ones and One tens. child One can child think can of 

think a counting of a counting pattern and pattern key it and in key and it the in other and the has 

other to spot has the to pattern. spot the pattern. 

Counting games 

During PE sessions children could count the 

number of skips they do without stopping or try 

to find out whether they take more than a 

hundred skips to go round the hall or playground. 

Bouncing a ball is also a good opportunity to 

practice counting. 

Computer work 

A computer program like ‘Counter’ illustrates 

clearly to children which digit is changed when 

counting in ones or tens. 

21

PROGRAM 

8 

Drinks for All 

22 



● counting on and back in twos; 

● recognizing odd and even numbers; 

● following patterns and predicting. 

Vocabulary 

numbers up to 20 

even 

pattern 


odd 

every other 


who have had some experience of counting in 

twos. 

u 

u 


Fiz delivers orange and apple drinks to 

alternate cabins. Baby Bunting tries to help 

Flo in the galley but breaks all the dishes. Flo 

starts to get complaints about noisy 

neighbours from cabins 2, 4 and 6. The 

children think there is a pattern here and the 

presenter uses graphics to predict which cabin 

will be the next to complain. It is cabin 

number 8 as expected. Odd things are 

happening in the odd-numbered cabins. 

Bradley helps work out the connection with 

the drinks when after a drink of orange he 

starts dancing on the table. The presenter 

travels in twos up and down the number line 

and tells the children to look for similar 

number patterns out in the street. 

Talk to the children about twos. Link it to 

previous work on pairs. Ask them to count in 

twos starting from different numbers. If they 

have not had much experience of this you can 

get them to count in ones but whisper (or 

clap) on alternate numbers. After working in 

this way for a short time, most of the children 

will find counting in twos quite easy. You 

could then start at different numbers so that 

children become familiar with the odd and 

even sequences. 

Remind the children of any poems or rhymes 

about two which they know. For example, 

‘The animals went into the ark two by two’, 

‘Counting couples’ by Tony Mitton, ‘Ten little 

squirrels’, ‘Okki-tokki-unga’. 

While viewing 

u 

u 

Stop the tape when Bradley wants to know 

who’s going to complain next. Ask the children 

if they can predict which cabin it is likely to 

be, and why. 

Encourage the children to join in songs (see 

page 26 and 29). 


Recap 

Afterwards, allow time for the children to reflect 

on what they have seen and heard. Sing the song 

‘Two and Four, Six and Eight’ again, and talk 

about where we often see sequences of odd and 

even numbers. Ask the children if they know the 

number of their house. Can they say whether it 

comes on the odd or even side of the street? Have 

a book available for the class to see which 

numbers are on the left and which on the right. 

Extension: Ask the children to count on using 

even numbers as far as they can. Let them try 

counting backwards in even numbers from 20. 

Then you could ask them to repeat the activity 

using odd numbers and counting back from 21 or 

19. Children usually find this harder. 

Hall math 

Use large number cards or number bibs for 

activities in the hall (or playground) where the 

children can walk or skip around. Give various 

instructions to the children, referring to the odd 

and even numbers and making sure that at least 

once you get the odd and even numbers lined up 

in order.

Number grids 

Use a large hundred square for a whole-class 

session to practice counting in twos. Make the 

class aware of the columns of odd numbers and 

the columns of even numbers. 

Afterwards smaller grids can be used for individual 

work. Ask the children to cover the even numbers 

with cubes and see how many they can say 

without the help of the grid. 

Number cards game 

Here is a simple game for two players using a set 

of number cards from 0 to 20. 

Decide which player is to collect odd numbers and 

which one even numbers. The cards are shuffled 

and spread face down on the table. The players 

take turns to pick up a card. If the card does not 

meet the requirements of the player, it is returned, 

face down, to the table. The first player to collect a 

complete set is the winner. 

Computer work 

With the whole class, use a computer program like 

‘Counter’. Using steps of two the children can 

generate and investigate odd and even number 

sequences. They can change the starting numbers 

and become aware of the pattern in the units 

digits. 


Let the children investigate odd and even 

numbers by setting their calculators to 

count on in twos by using the keys + 2 

= = and so on. Get them to start at 

different numbers and predict the next 

number to appear. Hopefully they will see the 

pattern in the units digits before too long. Then 

let the children investigate counting backwards by 

keying in the starting numbers followed by - 2 = 2 = 

and = = so and on. so on. 

Extension: Ask questions like ‘Start at 2; how 

many presses to reach 12?’ to raise awareness of 

the number of even numbers between two 

numbers. 

23

PROGRAM 

9 


24 



● counting in fives both forwards and backwards. 

Vocabulary 

five, ten, fifteen... 

count backwards 


u 

count forwards 

pattern 

Talk to the children about counting in 

different sequences. They have already 

experienced counting in tens and twos. 

Counting in fives naturally comes next. Ask if 

anyone can count in fives and demonstrate to 

the rest of the class. Remind the class that they 

have five ‘helpful’ digits on each hand. 

While viewing 

u 

u 


Baby Bunting is missing, so the Number 

Crew organize a search of the cabins. In order 

to be more efficient the five of them split up. 

Flo is unsure which cabin to search. She is 

helped by the presenter who illustrates which 

cabins Flo should go to, and explains that the 

giraffe’s stretching room is effectively cabin 

zero. After cabin 5 Flo goes to cabins 10, 15 

and then 20. The crew continue their search 

until they reach the room used by the giraffe 

for stretching, and they find Baby Bunting 

asleep in the corner. 

Stop the tape as the presenter asks which cabin 

Flo has to go to after number 5. Ask the 

children if they can help Flo. 


(see page 26). 


Recap 

Discuss the program with the children. Give them 

time to reflect on what they have seen and heard. 

Can they take up the challenge of the presenter at 

the end of the program and count in fives up to a 

hundred? Try it as a whole-class activity at first, 

asking children to show their hands as they count. 

If some individual children are confident enough 

to count on their own, let them have a go. With 

practice, the children will be able to count 

without using their hands. 

Collections 

Talk to the children about counting in fives, and 

whether there are any occasions where counting in 

fives would be useful. Have a selection of things 

to count, such as teddies, beads or shells, which 

could be sorted into groups of five and then 

counted quickly to get a total. Money is 

interesting as the children can sort pence into 

groups of five and count 5p pieces. 

Computer work 

A class session using a program like ‘Counter’, 

which can be set to count in fives, is an excellent 

way to demonstrate that the ‘fives’ numbers end in 

5 or 0. You can stop the counter at any point and 

ask the class to continue the count. Extend by 

counting on in fives from different starting 

numbers. 


Working in pairs or small groups, 

children can set calculators to count in 

fives by keying in + + 5 = 5 = and = = so and on. so 

They on. They could could be given be given a series a series of multiples of 

of multiples 5, with of some 5, with gaps, some and gaps, asked and to find asked 

to the find missing the missing numbers. numbers. 

Grid work 

Use a large 100 square and point to the fives as 

the children chant them, to illustrate the position 

of these numbers in relation to the other numbers 

in the sequence. What do they notice about the 

position of the fives? Can anyone explain why the 

fives are in two columns? 

Make large grids of different widths with some 

numbers missing. Ask the children questions like

‘Where would 25 be?’ Point to an empty square 

and ask ‘What number would be here?’ Let the 

children explain their strategies for finding the 

missing numbers; give them help with the 

mathematical vocabulary. For differentiation in 

these kinds of activities you can vary the difficulty 

of the questions you ask different individuals. 

Give children smaller grids with some numbers 

missing. A grid five columns wide with numbers 

up to 50 can provide a challenge for most 

children. Then challenge them to complete a 7 x 7 

grid with just four of the multiples of 5 in 

position. 

have to be slow at first to allow children to get 

into position. There might be several lines of five 

which could be counted using the fives, and 

several children left over. The class should be able 

to check how many are present very quickly by 

counting in fives for the lines of five and ones for 

the ‘left over’ children. 

5 

15 

30 

40 

Hall math 

A large number square using carpet 

number tiles could be set up in the hall 

or playground. Start by making a 5 x 5 

square. Give out the number tiles to 

individual children and ask them what 

would be the best way to make it up. 

They might suggest putting them down in the 

order 1 to 25; some children might suggest putting 

the numbers 5, 10, 15, 20 and 25 down first and 

then fitting in the other numbers. Allow the 

children to experiment. Make sure any children 

excluded from the first square are included in the 

next attempt. 

8 

Get the children to sit in a large circle wearing 

large number cards or bibs. As they start counting 

in ones from 1, each child stands up as their 

number is said, until everyone is standing up. 

Once the children have practised this, repeat the 

activity; this time get the children to make lines of 

five in the center of the circle. The counting might 

25

PROGRAM 

10 

The Party 


The crew are having a party, and the animal 

passengers are over-excited and don’t take 

turns. The hats, the food, and Bradley all get 

crushed in the rush to play games. The 

presenter asks what the Number Crew should 

do. The Number Crew decide to make the 

animals behave more politely by taking turns 

and saying please and thank you. The 

Presenter narrates the party and shows 2-D 

cartoons of other games. The animals dress 

up, eat and play properly. Lots of animals win 

different prizes and are given rosettes on the 

podium. Ted takes a group photograph at the 

end. 

While viewing 

u 

u 

Stop the tape when the party becomes a freefor-all. 

Ask the children what they think the 

Number Crew should do. 




Recap 

Review the program with the children. Encourage 

them to think about what they have seen and 

heard. Ask them which member of the Number 

Crew is their favorite character and why. Give 

them time to consider their choice. 

26 



● ordering numbers, and the names of ordinal 

numbers up to 7. 

Vocabulary 

first, second, third, fourth... 

order 

half-way between 

last but one 

before 


compare 

between 

last 

next 

after 


who have experience of ordinal numbers in 

meaningful situations. 

u 

u 

Talk to the children about behaving sensibly at 

parties so that everyone can have a good time. 

Remind them about occasions when it is 

important that people are put in the correct 

position, for example at a sports day when the 

first three in a race are given rosettes, or when 

they have to wait in a line so that everyone 

goes into the hall safely. 

Ask questions like: What is the first (last) day 

of the week? What is the third month of the 

year? What number comes between six and 

eight? What number comes after (before) 13? 

Sing the song ‘All in Order’ again. 

Classroom ordering 

Help the children to become more aware of dayto-day 

happenings in the classroom where 

ordering is important. Let them say their order 

number aloud as they leave the classroom or arrive 

in the hall for a PE lesson. Talk about the number 

words we use to describe positions and how they 

differ from ordinary counting numbers. If you 

think the children are ready you could also talk 

about the words ‘first’, ‘second’, ‘third’, ‘fourth’ as 

well as ‘1st’, ‘2nd’, ‘3rd’ and so on. You could 

make a set of cards or rosettes with these numbers 

on and ‘award’ them when appropriate 

opportunities arise. 

Help the children to develop their mathematical 

vocabulary by describing their position not using 

their own ordinal number. For example if the 

child is the eleventh, she could say ‘I come after 

the tenth person’ or ‘before the twelfth’, or ‘I am 

between the tenth person and the twelfth person’.

Food ordering 

Make use of occasions in the classroom to talk 

about sequences where order is important. For 

example, when cooking ingredients have to be 

collected, weighed out, mixed and the mixture put 

into an appropriate container and cooked. A 

similar sequence could be used for making a 

sandwich. You could have a set of cards illustrating 

these stages and get the children to sort them into 

the correct order. 

numerals. The frieze could act as the focus for a 

whole-class lesson to encourage children to use the 

ordinal number words. 

Hall games 

Children wearing number cards can 

play several positional games in the 

hall or playground. For example, ask 

the children to join hands with the 

person wearing the number one more 

than themselves. When everyone has 

joined the line, ask the children to say their 

position number. Children at the end of the line 

might need help with the language. Some children 

might find ‘thirty-first’ or ‘thirty-second’ difficult. 

8 

Time ordering 

12 When considering aspects of time, 

11 1 

2 

10 

you can make links to ordering. 

9 

3 Days of the week, seasons and 

8 

4 months of the year can all provide 

7 

5 

6 

opportunities for the children to 

use ordinal language. You could 

provide appropriate sets of cards, one showing the 

months of the year and one providing the ordinal 

numbers or names. Get the children to match the 

months of the year to the correct ordinal numbers. 

You could make a wall frieze of the children’s 

drawings of food, different kinds of sporting 

activities, modes of transport, pets, and so on, 

connected to a current theme or interest, and have 

cards underneath showing ordinal words and/or 

27

Song Sheets 

Eleven, twelve, thirteen passengers 

Fourteen, fifteen, sixteen passengers 

Seventeen, eighteen, nineteen passengers 

Twenty all in all! 

28 

Counting Down 

The Number Crew has twenty passengers 

Twenty passengers twenty passengers 

The Number Crew has twenty passengers 

How can we check for sure? 

Twenty, nineteen, eighteen passengers 

Seventeen, sixteen, fifteen passengers 

Fourteen, thirteen, twelve passengers 

Eleven and then ten 

Nine, eight, seven passengers 

Six, five, four passengers 

Three, two, one passenger 

No-one left that’s zero!

Count On 

Teacher’s counting up to five 

But then two more arrive 

Don’t start again – count on! 



You think it is costing 4 p 

But then you need some more p 




Count Back 

There’s seven in row 

But then two have to go 

Don’t start again – go back! 



You find out something nice 

There’s been a cut in price 




29

EXCELLENTWORK! 


Photo copy the badges, stick them onto cards and give them to the children to color in. 

WELL DONE! 

GOODTRY! 

MUCH BETTER! 

WELL DONE! 

YOU CAN 

COUNT ON 

THE NUMBER CREW 


FUN WITH 

NUMBERS 

COUNTS 

N U M B ER 

THE 

C R E W 

33


Photo copy the badges, stick them onto cards and give them to the children to color in. 

34

Credits 

The Number Crew was produced for 

Channel 4 Schools by Open Mind Productions. 

Script and songs written by Chris Ellis 

Music Paddy Kingsland 

Producer Roland Tongue 

Director Alison Stewart 

Director of Animation Megan Thomas 

Presenter Matthew Lyons 

Editor Chris Bezant 

3-D Animation Ealing Animations 

2-D Animation Marcus Parker-Rhodes 

and Cut Out Animations 

Production Manager Clare Hepper 

Consultants Marjorie Gorman 

and Pam Land 

Education Officer Liz Meenan 

Teachers’ Guide Author Marjorie Gorman 

Editor Liz Meenan 

Bibliography 

Mighty Minds Number. Autumn Publishing Ltd. 

Number Frieze by Peter Patilla & Alex Brychta. OUP. 

My First Country Frieze. OUP.


NUMBERS AND THE NUMBER SYSTEM 

CASTLE HOUSE 

75 – 76 WELLS STREET 

LONDON W1P 3RE 

© This is a Channel Four 

Learning Publication

Numbers and the Number System - KET

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