Embedded Files
Core concept: We can share objects to make equal groups.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- numbers can be compared, ordered and described using positional language
- equality is when groups of objects have the same number of elements
- drawings can be created to help explain their thinking about grouping and sharing.
Success Criteria:
Success Criteria:
Students can:
Students can:
- record, order and describe numbers to 20 using positional language
- share objects one at a time to form equal groups
- explain their thinking by recording grouping and sharing using drawings.
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: Longing ladybugs – 30 minutes
Activity: Longing ladybugs – 30 minutes
Tell a story about 2 hungry ladybugs named Yarran and Minjarra. Yarran and Minjarra the ladybugs, collected a group of aphids to eat and they need to work out how to share the aphids to form equal groups. Explain to students that aphids are small insects that ladybugs are said to eat 50 or more a day.
Tell a story about 2 hungry ladybugs named Yarran and Minjarra. Yarran and Minjarra the ladybugs, collected a group of aphids to eat and they need to work out how to share the aphids to form equal groups. Explain to students that aphids are small insects that ladybugs are said to eat 50 or more a day.
Model rolling 2 dice and counting out the specified number of gumnuts from a larger collection to represent aphids for the ladybugs to eat. Share the total number of aphids one at a time between 2 leaves to form equal groups
Model rolling 2 dice and counting out the specified number of gumnuts from a larger collection to represent aphids for the ladybugs to eat. Share the total number of aphids one at a time between 2 leaves to form equal groups
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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