Number busting
Watch the video to learn how to play
Transcript
Alright mathematicians, are you ready to have a look at number busting?
So I've got these bits of equipment, I just have to work out how many I have to start with. I'm pretty confident these are tens, so 2 tens and I can see 2 threes which make 6, so I think that's 26 because it's 2 tens in 6 more, which we would rename as 26. I can check that they're tens because if I fan them out a little bit, Ayesha showed me this strategy. I know that 10 is made up of 2 fives and that inside the five is 3 and two more so see 3 and 2 there and 3 and 2 there and so I know that's 10 if I measure that I know that's 10.
So I have 26. So now my goal is to bust it apart and record as many different ways that I can think of to think to rename 26 so I could do 20 and 6 so I could call that 2 tens and 6 ones.
So 26 is... I could also bust it apart by saying 1 ten, another ten and 6 ones, so 1 ten + 1 ten + 6 ones. I could also say, oh, I know I could undo this one here and call all of those ones and say I have 1 ten and 16 ones which is 26.
I could also say and bust these all apart further and say what if I had two groups of 13 that would also be 26, so 13 + 13 and I wonder what else you could come up with in ways of number busting 26.
Collect resources
Students will need:
26 items (for example, pasta pieces, counters or pencils)
pencils or markers
mathematics book.
Instructions
Students:
need 26 items (for example, pasta pieces, counters or pencils).
organise and describe their collection.
try to reorganise and describe their collection as many times as they can within the next 5 minutes.
draw and record all of their ways of thinking about their collection.
play number busting again.
Share/submit
Students to share their work with their class on your digital platform.
They may like to:
write comments
share pictures of work
comment on the work of others.