How many?

Arrange hoops in 2 large circles in the playground to create 2 playing areas for 2 games.
Place a large collection of counters in the centre of each playing area.
Group students in pairs.

Students stand at a hoop with a partner.
Teacher blows a whistle, one student from each pair runs in and collects a large handful of counters.
Students run back to their partners and the hoop.
Students describe what that collection might look like when grouped in tens, then communicates this to their partner.
Students estimate how many in the collection.
Pairs of students organise their collection by systematically grouping in tens so that someone can determine how many items there are by looking and thinking.
When the collection has been made and the amount recorded, the second student runs into the middle and repeats the steps above.
When all students have arranged their collection, students are encouraged to go on a gallery walk.
Teacher calls out movement such as ‘hop’ and students hop around the circle.
When the whistle blows, students stop and look at their peers’ representation of an amount.
Repeat with different movements so students see a range of peers’ collections.
Students return to their own hoop to consider the benefits of others’ collections compared to their own.
Students calculate and record the total amount in their hoop by combining their collection and their partners collection.

Representing whole numbers