Embedded Files
Core concept: Numbers can be explored and represented as quantities.
Daily number sense: Race to fill your cup!
Daily number sense: Race to fill your cup!
Build student understanding of numbers by representing them as quantities.
Build student understanding of numbers by representing them as quantities.
Provide students with a paper cup, dice, and a collection of loose items to play a game with a peer. Students roll the dice and identify the dice pattern then count out the corresponding number of objects to place into the paper cup. Students take turns to roll the dice and fill their cup. Continue to play the game for 10 minutes until the timer runs out. Encourage students to count how many times their paper cup is filled and refilled.
Provide students with a paper cup, dice, and a collection of loose items to play a game with a peer. Students roll the dice and identify the dice pattern then count out the corresponding number of objects to place into the paper cup. Students take turns to roll the dice and fill their cup. Continue to play the game for 10 minutes until the timer runs out. Encourage students to count how many times their paper cup is filled and refilled.
Revisiting dice dot patterns from yesterday
Revisiting dice dot patterns from yesterday
"Today you will have the chance to create your own dice dot patterns. As a class, when recognising dice dot patterns, we started to see chunks. For example, when we saw a dice dot pattern of 5, we described what we could see as 2 dots at the top, 2 dots at the bottom and 1 dot in the middle. Our goal today is to redesign dice dot patterns so that we can see the chunks and then use looking and thinking to help to see how many dots there are"
"Today you will have the chance to create your own dice dot patterns. As a class, when recognising dice dot patterns, we started to see chunks. For example, when we saw a dice dot pattern of 5, we described what we could see as 2 dots at the top, 2 dots at the bottom and 1 dot in the middle. Our goal today is to redesign dice dot patterns so that we can see the chunks and then use looking and thinking to help to see how many dots there are"
Creating our own dice dot pattern representations
Creating our own dice dot pattern representations
Provide students with two-coloured counters, paper, and coloured pencils. Students work in pairs to redesign dice dot patterns so that it is possible to see meaningful chunks.
Provide students with two-coloured counters, paper, and coloured pencils. Students work in pairs to redesign dice dot patterns so that it is possible to see meaningful chunks.
Students work in small groups to create their own representations of numbers.
Students work in small groups to create their own representations of numbers.
Students display the collections of dots for approximately 3 seconds and then hide them. Students use subitising to determine the total number of dots.
Students display the collections of dots for approximately 3 seconds and then hide them. Students use subitising to determine the total number of dots.
Ask students, ‘When you saw the dots, how did you see them?’ For example, ‘I saw 3 fours.’
Ask students, ‘When you saw the dots, how did you see them?’ For example, ‘I saw 3 fours.’
Students create a dice dot pattern using loose items such as rocks, sticks, shells, leaves and seed pods in small groups, as in Figure 15.
Students create a dice dot pattern using loose items such as rocks, sticks, shells, leaves and seed pods in small groups, as in Figure 15.
Figure 15 – Redesigning dice dot patterns using loose items so that we can see chunks
Figure 15 – Redesigning dice dot patterns using loose items so that we can see chunks
Assessment opportunities
Assessment opportunities
What to look for:
What to look for:
- Can students rearrange collections to facilitate subitising? (MAE-RWN-01, MAE-RWN,02)
- Can students identify the similarities and differences between representations? (MAE-CSQ-01)
What to collect:
What to collect:
- observations and student work samples (MAE-RWN-01, MAE-CSQ-01).
Consolidation and meaningful practice: Connecting and discussing some of the mathematics
Consolidation and meaningful practice: Connecting and discussing some of the mathematics
Using the dice patterns from the previous activity, strategically select student designs for the same number and display them for the class to see.
Invite students to identify the similarities and differences in the designs.
Display Resource 11: Different representations of 11, as seen in Figure 16 and Figure 17.
Figure 16 – Two different representations of 11
Figure 17 – Example of two different representations for 11 with colour to highlight the chunks
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