Hands-On Problem Solving
Select and use familiar tools (concrete objects, fingers, ten frames) to help solve a mathematical problem
Share and support
Teaching Table
Set out your lesson
Choose and explain a tool for solving a small number problem.
Can discuss the supplied example in an accessible mode; adapt directions without supplying the target answer.
Check the learner can follow the model with support before moving on. Source prerequisite ordering is not learner mastery; return to prerequisite work when needed.
Use ten large paper squares or draw ten empty boxes in two rows of five. Small objects are unsuitable for children who mouth them. Open S first, G together, then T alone; put S and G away before T. Keys stay adult-only. No purchase or printing is required; an unavailable physical observation remains pending, not passed.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Select and use familiar tools (concrete objects, fingers, ten frames) to help solve a mathematical problem
One choice among familiar tools; regular self-selection in new contexts is not observed.
- partial: Choose cubes, counters, or fingers to help solve an addition or subtraction problem
One choice among familiar tools; regular self-selection in new contexts is not observed.
- partial: Use a ten frame to organise objects for counting or comparing
One choice among familiar tools; regular self-selection in new contexts is not observed.
- partial: Explain why a particular tool (e.g. cubes rather than fingers) was chosen for a given problem
One choice among familiar tools; regular self-selection in new contexts is not observed.
- partial: When {{name}} is working out a maths problem, do they reach for helpful tools — like using their fingers, counters, or a number line — to support their thinking?
One choice among familiar tools; regular self-selection in new contexts is not observed.
One choice among familiar tools; regular self-selection in new contexts is not observed.
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Teaching approaches
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1 approach
Choose and explain a tool for solving a small number problem.
Choose and explain a tool for solving a small number problem.
Family records and proof options
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Learning resources
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Check understanding
- Choose cubes, counters, or fingers to help solve an addition or subtraction problem
- Use a ten frame to organise objects for counting or comparing
- Explain why a particular tool (e.g. cubes rather than fingers) was chosen for a given problem
“When your child is working out a maths problem, do they reach for helpful tools — like using their fingers, counters, or a number line — to support their thinking?”
Curriculum record
- Type
- Meta
- Subject
- Mathematics
- Domain
- Mathematical Thinking
- Age range
- Ages 5–6