Embedded Files
Core concept: Mathematicians use dice and dot patterns in many ways when playing and learning.
Daily number sense: It’s a dotty kind of day!
Daily number sense: It’s a dotty kind of day!
Build student understanding of subitising by recognising dice dot patterns up to 5.
Build student understanding of subitising by recognising dice dot patterns up to 5.
Begin lesson by adapting lyrics from Lesson 3 and introducing the song ‘It’s a dotty kind of day’.
Begin lesson by adapting lyrics from Lesson 3 and introducing the song ‘It’s a dotty kind of day’.
‘Put a dot over here
‘Put a dot over here
And a dot over there,
And a dot over there,
Put (1, 2, 3, 4, 5) dots on the ground
Put (1, 2, 3, 4, 5) dots on the ground
And 1 dot in the air,
And 1 dot in the air,
Put a lot of (little, tiny, big, large) dots in the air,
Put a lot of (little, tiny, big, large) dots in the air,
Everywhere!
Everywhere!
It’s a dotty kind of day.’
It’s a dotty kind of day.’
Activity
Activity
Introduce the dice dot patterns 1 to 5 from Resource 10: Dice dot patterns and reveal a large dice.
Introduce the dice dot patterns 1 to 5 from Resource 10: Dice dot patterns and reveal a large dice.
Note: Cover the dice dot pattern 6 on the cards and large dice with a blank piece of paper to represent zero.
Note: Cover the dice dot pattern 6 on the cards and large dice with a blank piece of paper to represent zero.
Show the number word that matches the amount shown on the dice dot pattern using the large dice or Resource 10. Invite students to say the number aloud. Explain that every time we see that dice pattern, we know it will be the same amount.
Show the number word that matches the amount shown on the dice dot pattern using the large dice or Resource 10. Invite students to say the number aloud. Explain that every time we see that dice pattern, we know it will be the same amount.
Use the large dice or Resource 10 to model how to count each individual dot using one-to-one correspondence to prove that the number stated matches the number of dots on the dice. Continue modelling using one-to-one correspondence to support students to recognise that the last number named represents the total number in the dice dot pattern. ‘We counted 3 dots 1, 2, 3. What was the last number you said? I said 3! Yes, we counted 3 dots on the dice’.
Use the large dice or Resource 10 to model how to count each individual dot using one-to-one correspondence to prove that the number stated matches the number of dots on the dice. Continue modelling using one-to-one correspondence to support students to recognise that the last number named represents the total number in the dice dot pattern. ‘We counted 3 dots 1, 2, 3. What was the last number you said? I said 3! Yes, we counted 3 dots on the dice’.
Demonstrate different ways to describe each dice dot pattern using the large dice. For example, roll the large dice and announce the number rolled as ‘it is 5’. Explain dice dot pattern 5 by covering the 2 dots at the bottom and 1 dot in the middle with a piece of blank paper and only show the 2 dots at the top saying ‘there are 2 dots at the top’. Reveal the 2 dots at the bottom and continue to cover the 1 dot in the middle saying ‘there are 2 dots at the bottom’. Reveal the 1 dot in the middle saying ‘there is 1 dot in the middle’. Continue this activity by rolling the large dice again. After 3 turns, introduce the word ‘chunking’ by explaining, ‘as mathematicians, when our subitising eyes are ready, we can look for meaningful chunks. We are chunking’.
Demonstrate different ways to describe each dice dot pattern using the large dice. For example, roll the large dice and announce the number rolled as ‘it is 5’. Explain dice dot pattern 5 by covering the 2 dots at the bottom and 1 dot in the middle with a piece of blank paper and only show the 2 dots at the top saying ‘there are 2 dots at the top’. Reveal the 2 dots at the bottom and continue to cover the 1 dot in the middle saying ‘there are 2 dots at the bottom’. Reveal the 1 dot in the middle saying ‘there is 1 dot in the middle’. Continue this activity by rolling the large dice again. After 3 turns, introduce the word ‘chunking’ by explaining, ‘as mathematicians, when our subitising eyes are ready, we can look for meaningful chunks. We are chunking’.
Resource 10: Dice dot patterns
Resource 10: Dice dot patterns
Playing with maths helps you become a mathematician!
Playing with maths helps you become a mathematician!
Count and match dot pattern play
Count and match dot pattern play
Give students time to explore the dice dot patterns by attaching the corresponding number of pegs to each dice dot pattern. Model counting out 2 pegs to attach to the number 2 dice dot pattern. Provide opportunities for students to work with a peer to show/share/discuss how they counted out their pegs and chose to attach to their dice dot pattern.
Give students time to explore the dice dot patterns by attaching the corresponding number of pegs to each dice dot pattern. Model counting out 2 pegs to attach to the number 2 dice dot pattern. Provide opportunities for students to work with a peer to show/share/discuss how they counted out their pegs and chose to attach to their dice dot pattern.
Provide a paper plate, 6 pegs and 6 loose items per pair of students. Allow time for students to explore and create dice dot patterns 1 to 5 using loose items and pegs, as seen in Figure 13.
Provide a paper plate, 6 pegs and 6 loose items per pair of students. Allow time for students to explore and create dice dot patterns 1 to 5 using loose items and pegs, as seen in Figure 13.
Figure 13 – Creating dice dot patterns using loose items to represent numbers 1 to 5
Figure 13 – Creating dice dot patterns using loose items to represent numbers 1 to 5
Assessment opportunities
Assessment opportunities
What to look for:
What to look for:
- Can students subitise dot patterns 1 to 5? (MAE-RWN-01)
- Can students create and represent whole numbers using objects, words and symbols? (MAE-RWN-01)
What to collect:
What to collect:
- observations and recording of student discussions (MAE-RWN-01).
Dice Patterns
Dice Patterns
Students reflect on their learning from Part 1: Count and match dot pattern play. Encourage students to recall and reflect on their learning by recalling the different ways that were used to count and match dice dot patterns, such as using pegs and objects from the treasure box. Reinforce the core concept by explaining that:
Students reflect on their learning from Part 1: Count and match dot pattern play. Encourage students to recall and reflect on their learning by recalling the different ways that were used to count and match dice dot patterns, such as using pegs and objects from the treasure box. Reinforce the core concept by explaining that:
when we play and learn with dice dot patterns, we are being mathematicians.
when we play and learn with dice dot patterns, we are being mathematicians.
Students sit in a circle. Model placing dice dot pattern cards (1 to 5) into the treasure box with the loose items from Lessons 1 to 4 and explain that one of the dice dot pattern cards will be chosen from the box.
Students sit in a circle. Model placing dice dot pattern cards (1 to 5) into the treasure box with the loose items from Lessons 1 to 4 and explain that one of the dice dot pattern cards will be chosen from the box.
Retrieve the dice pattern with one dot and encourage students to identify how many dots they can see, expressing their ideas verbally and non-verbally.
Retrieve the dice pattern with one dot and encourage students to identify how many dots they can see, expressing their ideas verbally and non-verbally.
Retrieve alternative dice dot patterns from the treasure box to encourage students to continue to engage with these concepts. Support opportunities to contribute thoughts and ideas about the patterns and encourage students to ‘have a go’ and take risks while being mathematicians. For example, a student may see one dot and another student can also see one dot in the pattern whereas another student may see more than one dot in the pattern.
Retrieve alternative dice dot patterns from the treasure box to encourage students to continue to engage with these concepts. Support opportunities to contribute thoughts and ideas about the patterns and encourage students to ‘have a go’ and take risks while being mathematicians. For example, a student may see one dot and another student can also see one dot in the pattern whereas another student may see more than one dot in the pattern.
Stretch students’ understanding by asking:
Stretch students’ understanding by asking:
I wonder how many dots you can see?
I wonder how many dots you can see?
I wonder who can see a different number of dots?
I wonder who can see a different number of dots?
NOTE: REMOVE DOT PATTERNS FROM THE BOX
NOTE: REMOVE DOT PATTERNS FROM THE BOX
Activity
Activity
Pass the treasure box around the circle and invite each student to select one loose item.
Pass the treasure box around the circle and invite each student to select one loose item.
Model how dice dot patterns can also be represented with symbols, objects, drawings, and words by representing ‘1’ and ‘one’ using objects from the treasure box. Reinforce that when we see a dice dot pattern with one dot, we trust that the number of dots stay the same every time we see the card.
Model how dice dot patterns can also be represented with symbols, objects, drawings, and words by representing ‘1’ and ‘one’ using objects from the treasure box. Reinforce that when we see a dice dot pattern with one dot, we trust that the number of dots stay the same every time we see the card.
Show the dot pattern using the dice dot pattern card for ‘one’ and encourage students to show their one object retrieved from the treasure box. Explain that regardless of the loose part they have chosen, (small, big, rough, coloured, natural, heavy, light), it is still ‘one’ (even if the dot is substituted with another object such as a pinecone or leaf).
Show the dot pattern using the dice dot pattern card for ‘one’ and encourage students to show their one object retrieved from the treasure box. Explain that regardless of the loose part they have chosen, (small, big, rough, coloured, natural, heavy, light), it is still ‘one’ (even if the dot is substituted with another object such as a pinecone or leaf).
As each student returns their loose part to the treasure box, use language to communicate thinking about subitising dice patterns 1 to 5. For example, ‘How do you know this is ‘one’?’. Support students to share their reasoning about quantity, ‘This is one. This is something I know I can trust. Trust the count.’
As each student returns their loose part to the treasure box, use language to communicate thinking about subitising dice patterns 1 to 5. For example, ‘How do you know this is ‘one’?’. Support students to share their reasoning about quantity, ‘This is one. This is something I know I can trust. Trust the count.’
Invite students to explore ways to represent dot patterns and numbers using whole body movements. Model drawing dot patterns in the air and on the ground and encourage students to draw dot patterns 1 to 5. For example, drawing dot patterns and numerals in the air/ground or curling into a ball to represent dot pattern number 1 or 2 closed fists to represent dot pattern 2. Explain that ‘When we are drawing dot patterns using body movements, we are being mathematicians’.
Invite students to explore ways to represent dot patterns and numbers using whole body movements. Model drawing dot patterns in the air and on the ground and encourage students to draw dot patterns 1 to 5. For example, drawing dot patterns and numerals in the air/ground or curling into a ball to represent dot pattern number 1 or 2 closed fists to represent dot pattern 2. Explain that ‘When we are drawing dot patterns using body movements, we are being mathematicians’.
Provide opportunities and time for students to reflect on their learning. Re-introduce the core concept that ‘As mathematicians we know we can represent ideas in different ways. We can use drawings or symbols’. Model how to draw the symbol for number 1. Students practise drawing the symbol for number 1. Repeat this activity for numbers 1 to 5.
Provide opportunities and time for students to reflect on their learning. Re-introduce the core concept that ‘As mathematicians we know we can represent ideas in different ways. We can use drawings or symbols’. Model how to draw the symbol for number 1. Students practise drawing the symbol for number 1. Repeat this activity for numbers 1 to 5.
Consolidation and meaningful practice: Discussing, connecting, and making explicit some of the mathematics
Consolidation and meaningful practice: Discussing, connecting, and making explicit some of the mathematics
Provide each student with a mini whiteboard and whiteboard marker.
Display one dice dot pattern card to the students for approximately 2 to 3 seconds. Encourage students to quickly draw the same pattern.
Discuss how the pattern is arranged. Continue for each of the dice dot patterns up to 5.
Model how to create the numeral for each dice dot pattern they see. Display a dice dot pattern for approximately one second. Students quickly create the numeral to match the dice dot pattern.
Students use trays of sand to experiment drawing dice dot patterns and numerals using their finger, a stick or other loose items, as seen in Figure 14.
Figure 14 – Representing dice dot patterns and numerals 1 to 5
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