Embedded Files
Core concept: Combining objects helps us to understand that whole numbers are made up of parts.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- the total number in a collection can be found by counting forwards from a given number
- counting by ones can help to find the total of 2 or more groups of concrete materials that have been combined.
Success Criteria:
Success Criteria:
Students can:
Students can:
- count on from a given number without needing to count from one
- combine 2 or more groups of objects to find the total and describe using positional language.
Daily number sense: Counting on – 10 minutes
Daily number sense: Counting on – 10 minutes
Build student understanding of counting forwards or backwards from a given number.
Build student understanding of counting forwards or backwards from a given number.
Activity: Minibeast making – 30 minutes
Activity: Minibeast making – 30 minutes
A minibeast is a small creative like a spider or an insect. We are going to use our mathematical imagination to create our own unique minibeasts1
A minibeast is a small creative like a spider or an insect. We are going to use our mathematical imagination to create our own unique minibeasts1
Model creating a body for the insect using modelling clay. Explain that students will take turns to roll a die to determine how many sticks, gumnuts and leaves to count out from a larger collection to form legs, eyes and wings. Count by ones to show how to find the total number of body parts.
Model creating a body for the insect using modelling clay. Explain that students will take turns to roll a die to determine how many sticks, gumnuts and leaves to count out from a larger collection to form legs, eyes and wings. Count by ones to show how to find the total number of body parts.
Students play ‘minibeast making’ in pairs.
Students play ‘minibeast making’ in pairs.
Showcase student minibeasts creations through a gallery walk and have students name and describe the features using positional language, for example, the ‘beetle fly’ has 3 legs on the left and 3 legs on the right, 3 eyes in the middle and 4 wings above the legs which is a total of 13 body parts.
Showcase student minibeasts creations through a gallery walk and have students name and describe the features using positional language, for example, the ‘beetle fly’ has 3 legs on the left and 3 legs on the right, 3 eyes in the middle and 4 wings above the legs which is a total of 13 body parts.
Consolidation and meaningful practice: Counting cards – 15 minutes
Consolidation and meaningful practice: Counting cards – 15 minutes
Introduce ‘counting cards’ by explaining that this game will be played in pairs. Remove all picture cards from the deck and place the deck of cards face down.
Introduce ‘counting cards’ by explaining that this game will be played in pairs. Remove all picture cards from the deck and place the deck of cards face down.
Model how to play ‘counting cards’ by explaining to students that they will take turns to flip a card over and roll a die. The challenge is to start counting from the number shown on the card and count on by the number of dots shown on the die (see Figure 8).
Model how to play ‘counting cards’ by explaining to students that they will take turns to flip a card over and roll a die. The challenge is to start counting from the number shown on the card and count on by the number of dots shown on the die (see Figure 8).
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